FetiRRvPl of PP2016

Peer Evaluation as a Learning & Assessment StrategyEnhancing Student Engagement in Online Project Groups

Ranga Venkatachary Program Director, Centre for Online & Distance Education

BC FESTIVAL OF LEARNING June 6-9, 2016

Acknowledgement

•Thomas Brown, Director, GDBA & Part Time MBA, Beedie School of Business, Simon Fraser University

•Jim Sibley, Director, Centre for Instructional Support, Faculty of Applied Science, University of British Columbia

•Peter Kou, Instructional Technician, Centre for Online and Distance Education, Simon Fraser University

Business Teaching Ethos & Student Engagement

Case Study Frame – Two Questions

• How does peer evaluation strategy bridge learning and assessment in an online learning environment?

• What is the influence of disciplinary drivers in using peer evaluation?

• Strategically formed, permanent teams

• Readiness assurance• Application activities that

promote both critical thinking and team development

• Peer evaluation

Team based learning

"The essence of professional decision making is moving from complexity and ambiguity to action.”– excerpt from course blurb – Business Ethics (2)

Intentional Learning Environment –Assessment Strategy Layers

Peer Evaluation **

Structured Reading – individual

Weekly Ethical Scenarios – individual (problem solving)

Weekly Reflection Journal – individual

Weekly Video Analysis & Synthesis – Group ** (problem solving)

Final Essay – individual(problem solving & argumentation)

5%10%

10%

15%

20%

40%

Groups

1. Moral Foundations Questionnaire www.yourmorals.org/

2. Survey 3. Permanent teams

Accountability

• Preparation • Contribution • Collaboration

scores

comments

Fine grained data!

integer

parameters for text field

Feedback

• Instructor’s report includes flags:

• Each student receives an anonymized summary of qualitative comments from group members

• Instructor receives a compiled report for whole class

No comments

< 50 characters

Peer evaluation Assignment Design

TEAM A Total Peer Score Highest TeamPeer Score

Instructor’s TeamAverage Grade

Individual GradeStudent 1

Student 1

1: 14.50

2: 14.753: 15.004: 13.20

15.005: 14.506: 14.50

x 7.50 7.25

IG = TPS ÷ HTPS x TAG

14.50 ÷ = 1 2 3 4 65 11 3

Application Activity Question 1

Recall some of your own teaching and learning experiences.

•Consider the number of errors you made while you were learning.• How did those errors contribute to your learning? • Is it possible to contemplate a learning experience that kept a person from making errors? • In your view, would that kind of instruction be a good thing? Why/why not?

Application Activity Question 2

Have you ever had an experience in working with a group of people where the excitement of solving a problem made the learning experience great? Or memorable?

•What creates such excitement in learning groups? •What was it that you learned? How would you describe it? •Would you design that kind of learning experience for others? •How might you do that?