HI
The Art & Design Department at the University of Worcester found that human
factors were inevitably present when summative peer assessment was used in
the assessment process because students often found it very difficult to be
over critical of each others work for a variety of reasons.
However, many students had found parts of the process useful, particularly
when they received critical feedback on their work, so we introduced a
formative peer assessment process which now takes place 3 or 4 weeks before
the final self and tutor assessment as a way of keeping the main benefits of
this process.
Feedback from students has been positive so far.
Maureen Gamble
Subject Leader for Art & Design
The University of Worcester
-----Original Message-----
From: Announcements and discussion related to the activities of ADM-HEA on
behalf of HEA Brighton
Sent: Wed 19/10/2005 12:57
To: [log in to unmask]
Cc:
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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