Dear Jenny:
One solution that I have used personally was to ask the students to rank the
work, like a top ten. They don't have to make assessment marks just
assessment rankings. The professor will make a correspondance between voting
and and his/hers general criteria for mark assessment.
The students feel that they have contributed with peer assessment but the
professor keeps control of the top and the lower marks.
Hope it helps.
Eduardo Corte-Real
Ass. Professor
IADE
Lisboa
Portugal
----- Original Message -----
From: "HEA Brighton" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, October 19, 2005 12:57 PM
Subject: Fwd: Peer assessment
> Apologies for cross posting
>
> >
> >
> > Dear All
> >
> > A colleague of mine identified this problem and I thought that list
> > members may be able to provide useful assistance.
> >
> > The challenge is - The leader of this particular unit feels that there
> > is value in including the outcomes of peer assessment in the overall
> > assessment mark. However, the marks which students are giving tend to
> > be
> > very high and are skewing the final marks. This has occurred despite
> > input on peer assessment and use of marking criteria by the students.
> >
> > The query is - Does anyone have any suggestions on how to manage this
> > in
> > a way which makes the peer assessment element both valuable as a
> > process
> > and realistic in terms of the marking?
> >
> > Jenny
> >
> > Jenny Morris
> > Lecturer in Physiotherapy
> > School of Health Professions and Rehabilitation Sciences
> > University of Southampton
> > Highfield
> > Southampton
> > SO17 1BJ
> > 023 8059 5269
> >
> >
>
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