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True enough! What I noticed was that it polarised the marks. It made for great discussion in seminars, but, I ended up with a weird stdev in the results. But, these were the first or second assignments in the first year - from talking to students I think it was a more of a gradual development, even into year 2. Chris On 31 Jan 2012, at 21:37, "Leonard Sarah" <[log in to unmask]> wrote: > Dear All, > > I have also done the same exercise as Christine in one of my first year core modules (I am a 'subject lecturer' by the way). I had the same experience: the students seemed interested and were good at spotting the good and bad essays, at guessing the 'real' marks, etc. So this was a success from that point of view. > > However, I am not sure what we really managed to achieve with regard to the students' own assignments. I guess it is only anecdotal evidence (rather than a systematic experiment), but I did not really notice any improvement in the number of students passing the module or getting good marks after having carried out that exercise at the beginning. It seems they were not really able to apply the lessons drawn from this exercise to their own essays. I do not know what could have been done better and would be interested in hearing suggestions. Perhaps, the exercise should be carried out several times, rather than just as a one-off? > > It actually reminded me of something I have observed with journal article reviews. People are usually good at spotting what is good/bad with other people's work... but it does not mean that they are applying these standards to their own work! > > Best wishes, > Sarah > > -----Original Message----- > From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Christine Keenan > Sent: 31 January 2012 20:18 > To: [log in to unmask] > Subject: Re: obtaining samples of students' writing > > I've done both as well. I've asked students if i can use their work as examples when they've submitted essays in the 1st or 2:1, particularly where they've written a great introduction. I've also sought permission from students (and got it) to use essays which have been a fail grade. What I've done, usually in smaller seminar groups is asked students to compare: intros, structure, linkages: argument development, conclusions, and suggest a mark (against the marking criteria). It usually works quite well .. > Chris > > On 31 Jan 2012, at 15:11, "Alder, Emily" <[log in to unmask]<mailto:[log in to unmask]>> wrote: > > Dear Sonia, > I have simply asked students, individually, if they would mind donating their essay for development work with other students. I haven’t done this systematically, only when opportunity arose. So far, they have all said yes. However – I have only tried this with writers of good essays and agree that it would be trickier approaching weaker students about this; another caveat is that I have only asked this of students I was subject teaching (English literature), not in my Student Learning Adviser capacity. I have also used my own undergraduate essays. On other occasions, subject academics have provided me extracts for which they had gained permission. > > In activities, I have circulated the good examples so that students could see what the finished product should look like; and I have given poorer examples and asked > students to identify areas for improvement. Both activities have gone down very well with students who seemed to find them valuable. > > I look forward to hearing others’ responses also! > > Emily > > ________________________________ > Dr Emily Alder, Dr Katrina Castle, & Dr Hazel Christie > Student Development and Wellbeing > Student & Academic Services > > Edinburgh Napier University > C81, Merchiston Campus > Edinburgh EH10 5DT > > T 0131 455 2971/2977 > E [log in to unmask]<mailto:[log in to unmask]> > > > > Edinburgh Napier University is one of Scotland's top universities for graduate employability. 93.2% of graduates are in work or further study within six months of leaving. 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