WebPA - A Practical Approach to Peer Assessment
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WebPA - A Practical Approach to Peer Assessment

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Presentation given by Adam Crawford (Loughborough University) at eAssessment Scotland 2010

Presentation given by Adam Crawford (Loughborough University) at eAssessment Scotland 2010

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  • WebPA project: Led by Faculty of Engineering at Loughborough University. Project partners: - HE Academy Engineering Subject Centre - HE Academy Physical Sciences Subject Centre - University of Hull Funded under the JISC: e-Learning Capital Programme Running from October 2006 to March 2009

WebPA - A Practical Approach to Peer Assessment WebPA - A Practical Approach to Peer Assessment Presentation Transcript

  • WebPA - A practical approach to peer assessing group work Enabling every team member to recognise individual contributions to group work http://www.flickr.com/photos/wmacphail/3382077156/ Adam Crawford engCETL, Loughborough University
  • “ Some of the best modules during my Engineering degree were group based modules. The combination of the team working and the peer assessment was a great introduction to working in a team within industry.” Alan Curtis Research Engineer JCB Power Systems Ltd
    • Group work is common practice in higher education
    • It can help prepare students for the workplace
    • Develops transferable skills such as team-working, communication and problem solving
    • It can help reduce assessment load
    Group work in education
  • A well known criticism of assessed group work is that each student receives the same team mark, regardless of individual performance
  • By using WebPA to peer assess group work, each student receives an adjusted mark Marked by students, the people that know!
  • How it works… creating forms
  •  
  • © Loughborough University 2009
  • How it works… creating groups
  •  
  • © Loughborough University 2009
    • How it works…
            • setting up an assessment
  •  
  • © Loughborough University 2009
  • How it works… Student marking
  • © Loughborough University 2009
    • It is a sophisticated, yet quick and easy tool for formative or summative assessment .
    How do teachers benefit from using WebPA?
  • © Loughborough University 2009 Flexibility to create assessment criteria, scoring ranges and groups to suit the way you teach, in any subject discipline How do teachers benefit from using WebPA?
  • The generation of individual student marks is automated using a researched and trusted method. How do teachers benefit from using WebPA?
  • Students are involved in the assessment process, reflecting on their own and their peers’ performance How do learners benefit from using WebPA?
  • It is a fair and confidential way of assessing an individuals’ contribution within group work How do learners benefit from using WebPA?
  • It positively impacts upon individual performance and team dynamics , enriching the overall learning experience . How do learners benefit from using WebPA?
  • Student Experiences
    • Some would like to leave justification of scores given in the assessment (feature added after research carried out)
    • Enhances deeper reflection
    • A wish to know what their peers feel about them through the tool (feedback mechanism)
  • The student perspective
    • 12 departments over 3 faculties (386 students, 8.5% response rate)
    • 77% prefer group work with peer assessment (14% don’t)
    • 79% happy to self assess (11% unhappy)
    • 87% happy assessing peers (7% unhappy)
    • 70% happy with peers assessing them (17% unhappy)
  • The spread of WebPA from Engineering across the Loughborough University Campus The staff perspective “ Overall, marking is honest and credible” Dr Keith Pond Business School Loughborough University Dr Carol Robinson Director Mathematics Education Centre Loughborough University “ Students are much more satisfied – complaints have almost disappeared.”
  • "WebPA is now embedded in our first year and will be for the next five years. Typically 180-200 students will be subjected to.. [WebPA] ..every year." Dr Bob Cherry Manchester Metropolitan University “ We are impressed with the success of the WebPA project and the impact on group work in higher education.” David Kernohan Programme Manager eLearning Team JISC
  • Embedding
    • Departmental and Professional Development training sessions
    • New Lecturers Route
    • Academic Practice Award
    • Word of mouth
    • ‘ One to one’ training
    • Group work review and policy
  • Usage at Loughborough
    • In over 67% of departments
    • Over 7,500 students
    • From one academic tutor in 2004 to 57 in 2009
  • Open source
    • Free to download
    • Over 250 downloads
    • In over twenty institutions in the UK and 10 world wide
    • Note: staff resource cost to install and maintain on a server
    • To support those considering adoption of WebPA
    • Sections for
      • Academic tutors
      • Learning Technologists / Educational Developers
      • IT Support Staff
    • Briefing Papers for senior managers etc.
    • Available online from: http://www.webpa.ac.uk
    Resource Pack
  • JISC - WebPA Project
    • Funded under the JISC: e-Learning Capital Programme
    • Led by the Faculty of Engineering at Loughborough University.
    • Project partners:
    • - University of Hull
    • - HE Academy Engineering Subject Centre
    • - HE Academy Physical Sciences Subject Centre
    • Ran from October 2006 to March 2009
  • Resource pack and other information Project Website: www.webpa.ac.uk Have a look WebPA Demonstrator: http://webpaos.lboro.ac.uk User community WebPA mail list: http://www.jiscmail.ac.uk/lists/WEBPA.html