Assessment Design

Practical examples

Peer marking using model answers (Forbes & Spence, 1991)

Scenario:• Engineering students had weekly maths problem sheets marked

and problem classes• Increased student numbers meant marking impossible and problem

classes big enough to hide in• Students stopped doing problems• Exam marks declined (Average 55%>45%)

Solution:• Course requirement to complete 50 problem sheets• Peer assessed at six lecture sessions but marks do not count• Exams and teaching unchanged

Outcome: Exam marks increased (Av. 45% 80%)

Peer feedback - Geography (Rust, 2001)

Scenario• Geography students did two essays but no apparent improvement

from one to the other despite lots of tutor time writing feedback• Increased student numbers made tutor workload impossible

Solution:• Only one essay but first draft required part way through course• Students read and give each other feedback on their draft essays• Students rewrite the essay in the light of the feedback• In addition to the final draft, students also submit a summary of how

the 2nd draft has been altered from the1st in the light of the feedback

Outcome: Much better essays

Peer feedback - Computing (Zeller, 2000*)

The Praktomat system allows students to read, review, and assess each other’s programs in order to improve quality and style. After a successful submission, the student can retrieve and review a program of some fellow student selected by Praktomat. After the review is complete, the student may obtain reviews and re-submit improved versions of his program. The reviewing process is independent of grading; the risk of plagiarism is narrowed by personalized assignments and automatic testing of submitted programs.

In a survey, more than two thirds of the students affirmed that reading each other’s programs improved their program quality; this is also confirmed by statistical data. An evaluation shows that program readability improved significantly for students that had written or received reviews.

[*Available at: http://www.infosun.fim.unipassau.de/st/papers/iticse2000/iticse2000.pdf]

The use of 'exemplars' as amechanism for encouraging dialogue

about assessment criteria

1. Tutor leads discussion of previously-

marked exemplars

annotated with feedback

OU

T O

F C

LAS

S

AC

TIV

ITY

IN-C

LAS

S

AC

TIV

ITY

2. Students write and

submit individual

assignments

3. Tutor marks

assignments and prepares

feedback

4. Tutor hands back assignments

and leads discussion on

feedback

MODULE TIMELINE

Assignmentpoint

Week1 Week12

Figure 2

Peer-review as a method of encouraging students to discuss and compare their understanding of assessment criteria

2. Students bring draft individual

assignments for peer review

MODULE TIMELINE

4. Students rewrite and

submit individual

assignments

Week1 Week12

1. Tutor leads discussion on assessment criteria and

process of peer review

3. In-class discussions

between student groups as they

review each other’s work, monitored by

tutor.

5. Tutor marks

assignments and prepares

feedback

6. Tutor hands back assignments

and leads discussion on

feedback

Assignmentpoint

OU

T O

F C

LA

SS

A

CT

IVIT

YIN

-CLA

SS

A

CT

IVIT

Y

Figure 1

Generic feedback and self assessment

1. Students draft and submit

individual assignments

2. Tutor marks sample of

assignments and prepares

generic feedback

5. Tutor grades

assignments

4. Students rewrite and submit individual assignments with

reflective commentary on how they have incorporated the generic feedbackO

UT

OF

CLA

SS

A

CT

IVIT

YIN

-CLA

SS

A

CT

IVIT

Y

MODULE TIMELINE

Assignmentpoint

Week1 Week12

3. In-class discussion of generic cohort

feedback based on

coursework sample

6. Tutor hands back assignments with grade

only

Figure 3

Basic example of programme and

module interconnections

Student preparation – HE orientation

PR

OG

RA

MM

E D

UR

AT

ION

End Yr1

End Yr2

End Yr3

Regular review meetings with personal tutor to

discuss feedback

Sem 1: Introduction to self-assessment and peer review.

Discussion of criteria and use of exemplars

Sem 2: Introduction to group work, continued development of peer and self-assessment. Continued

use of exemplars

Year 2: Support in the transition to Stage 2 modules, with more

formative feedback

Year 3: Expectation that students will engage in more self-

assessment, and will demonstrate ability to critique own work

Student involvement in peer-assisted learning

(voluntary)

Student involvement in mentoring others (voluntary)

PROGRAMME LEVEL MODULAR LEVEL