Iblc10 making an existing assessment more efficient
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![Using technology to make an existing assessment more efficient Fang Lou1,2, Helen Barefoot2, Dominic Bygate2 & Mark Russell2 School of Life Science1 & Learning and Teaching Institute2, University of Hertfordshire, Herts. AL10 9AB, UK Introduction Peer assessment is recognised as student centred and empowering. It engages students with marking criteria and helps clarify what good performance is. Peer assessment also encourages dialogue around learning amongst students and promotes interaction between staff and students. These aspects are all recognised as good assessment and feedback practice (Nicol, 2009). Additionally, peer assessment prepares students for lifelong learning and provides opportunities for students to provide constructive feedback to peers (Orsmond, 2004). First year Bioscience students studying a Human Physiology module at the University of Hertfordshire have been engaged in peer assessment of a laboratory report of a practical class over the last three years. It is a summative assessment and forms 20% of the module grade. The peer assessment activity was designed to provide students with clear instructions, transparent assessment criteria and to stimulate student learning. This year a web-based data gatherer was introduced to make the peer assessment process more effective and efficient. What has been changed in 2009-10? Core features of the peer assessment (2007-2009) were kept, but actions were taken to respond to the noted challenges and ultimately improve the peer assessment. Changes include : Peer assessment ,[object Object]](https://image.slidesharecdn.com/iblc10-makinganexistingassessmentmoreefficient-100627041752-phpapp01/85/Iblc10-making-an-existing-assessment-more-efficient-1-320.jpg)
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Iblc10 making an existing assessment more efficient
- 4. Rationale for, and benefits of, peer assessment discussed
- 5. Guidance on laboratory report writing
- 9. Each student was randomly given another student’s report
- 10. Lecturer guided the students through each section of the report according to detailed marking criteria
- 11. Students marked each section and provided annotated feedback
- 13. Even after the moderation, a number of students still questioned their marks furtherincrease in workload of the module team
- 14. Evident lack of self reflection (developing self reflection was one of the intended learning outcomes of the peer assessment)
- 15. Some students got behind during the marking
- 17. Consider whether they felt that the mark they received was appropriate according to the marking criteria
- 18. To identify what they need to do to improve future laboratory reports.We also identified the need for an automated system for entering marks and to decrease the moderation requirement and reduce the administrative burden. Conclusion Peer assessment engaged students in productive learning. Prompt and relevant feedback was provided and students were requested to act on the feedback. It encouraged deep learning and interaction between students. Additionally, and importantly for 2009/10, staff time was saved. Nicol, D. (2009) http://www.reap.ac.uk/resourcesPrinciples.html. Accessed on 28 February 2010 Orsmond , P (2004). Self- and Peer-Assessment – Guidance on Practice in the Biosciences. HEA Centre for Bioscience.