EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY - Professor Mary Barrett,

EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY

Professor Mary Barrett, Faculty of Business Sandra Humphrey, Educational Designer

University of Wollongong

WHERE IS UOW LOCATED?

Wollongong, NSW

Having students read and critique peers’ written work has been found to: • result in better final writing products (Fitzgerald 1987: 481), • reduce writing anxiety (Faris et al. (1999: 18), • have fewer negative connotations than receiving faculty editing comments (Reese-Durham 2005, 338), • lead to better engagement because students use the assessment criteria their teachers use (Falchikov and Goldfinch 2000: 287), and • teach students how to give feedback, an important professional skill (Matherly and Burney 2009; Pittinger et al. 2006).

THE LITERATURE...

THE LEARNING CONTEXT…

• MGMT901 - Fundamentals of Management

• Foundation subject in Masters program in Faculty of Business

• 2014 – 93 students enrolled (enrolments have exceeded 100 in some

sessions)

• Students come from diverse backgrounds

• Peer feedback introduced to develop writing and critiquing skills

• 2012-2013 trialled peer assessment with a blog and LMS

WHAT WE DID IN 2012…

2012 – redesigned peer assessment task

Why?

• Administrative and time pressures

• Tutorial attendance issues

• Reluctance to critique peers in class

• Delays in retrieving work from Turnitin =

frustration

• Increasing enrolments over time

• Variations in writing skills

USING THE BLOG…

USING THE BLOG…

1. Student uploads essay to blog post 1. Reviewers use comments in post to indicate their intention to

review 1. Reviewers complete and submit their review via confidential form

and de-identified feedback is made available to all students

• Steep learning curve for staff and students

• Most feedback was positive

• Some students found the instructions confusing

• Class time became more active and engaging

• Some refinements needed but overall successful

DID WE ACHIEVE OUR GOALS?

2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events

2014 MOODLE WORKSHOP TRIAL…

2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback


2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback • Full anonymity for submissions and peers


2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback • Full anonymity for submissions and peers • Reviewer allocation can be manual or automatic


2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback • Full anonymity for submissions and peers • Reviewer allocation can be manual or automatic • Feedback form is part of the tool


2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback • Full anonymity for submissions and peers • Reviewer allocation can be manual or automatic • Feedback form is part of the tool • Access and retrieval of submissions and feedback in one place


2014 – peer assessment task designed in Moodle Workshop activity Why? • “One Stop Shop” for all tasks and events • Streamline submission of essay and peer feedback • Full anonymity for submissions and peers • Reviewer allocation can be manual or automatic • Feedback form is part of the tool • Access and retrieval of submissions and feedback in one place • Monitoring of feedback and marks in one place


What the students see



The Planner is the key

The Phases:

● Setup workshop

● Submission

● Assessment

● Grading Evaluation

● Close workshop

Q6: I found the Moodle peer feedback tool easy to use

Strongly agree

33%

32% 21% 9% Strongly disagree

4%

91% of students responded

STUDENT SURVEY RESULTS...

I found it interesting to use, because it encouraged students to stop and reflect on how to further improve our own essays & to be more aware of the marking criteria. I think this tool would be beneficial to keep in MGMT901.

The Moodle site is very busy with a lot of links and content. This sometimes makes it confusing to locate the right sections to submit assessments.

STUDENTS’ COMMENTS...

Moodle peer feedback tool is easy to use and help to the students. And I think it is worth to be recommended strongly to other subjects. The only thing I suggest is that if the students's comments were not limited in 200 words, it would be better. Thank you.

The only suggestion is to put more emphasis on what is being looked for. I found that the feedback I received was a little off the mark.

STUDENTS’ COMMENTS...

SOME THINGS TO CONSIDER...

:

● It is helpful to have some knowledge of or experience with peer review and peer assessment when

designing for online peer work


:



● Provide clear and concise information and instructions for students for each phase with emphasis on

which phase they are in, how they are to submit their work anonymously if you are using that

strategy, and how they will be progressing from submission to assessment.


:






● The Set Up phase is critical to the student’s progression and care should be taken to provide clear

and useful information and instructions


:






● The Set Up phase is critical to the student’s progression and care should be taken to provide clear

and useful information and instructions

● For an explanation of the formula that calculaters the review grade go to

http://www.slideshare.net/mark.drechsler/moodle-workshop-20-a-simplified-explanation














● Review of team assignment by other teams not available in Moodle core. The University of NSW

has developed a group mode add-on that allows peer review of individual team members’

contributions to team work.





● When switching from assessment phase to evaluation and grading phase, students will not be

able to submit , assess or re-assess any work







● In the Evaluation and grading phase, the teacher will be able to view existing calculated grades as

well as override grade calculations for any anomalies appearing in the grade allocations.







● In the Evaluation and grading phase, the teacher will be able to view existing calculated grades as

well as override grade calculations for any anomalies appearing in the grade allocations.

● In the close phase, students will see their grade unless you hide it via the Gradebook


Professor Mary Barrett [email protected]

WHO WE ARE...

Sandra Humphrey [email protected]

EXPLORING ONLINE PEER ASSESSMENT USING THE WORKSHOP ACTIVITY - Professor Mary Barrett,

Education

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