Peer assessment of presentations - Simon Bates

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Simon Bates' slides from the LTKB workshop in 2011 - looking at peer assessment of presentations - and reviewing Barwell and Walker's 2009 paper.

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Peer assessment of presentations - Simon Bates

  1. 1. Physics Education Research The University of EdinburghPeerWise in Physics 1A Semester 1 2010 Simon Bates s.p.bates@ed.ac.uk 1
  2. 2. Physics Education Research The University of EdinburghMotivation – why bother?Implementation – what was done and how?Suggestions for local implementation 2
  3. 3. Physics Education Research The University of EdinburghMotivation – why bother?Richer student-generated feedback on presentationsStudent engagement with presentations other than their ownNeed to be time efficientLittle previous use of this application of EVS 3
  4. 4. Physics Education Research The University of EdinburghImplementation – class detailsHons (year 3) Media and Eng Lit classNo previous use of EVS handsets3 sessions with seminar groups of 15-20 studentsStudent assessment of their peers was not summative 4
  5. 5. Physics Education Research The University of EdinburghImplementation – assessment detailsInstructor assessed summatively – content, delivery, timing visualsStudent assessment questions criteria determined through discussion with previous year’s classBased on tutor Qs but adapted for student perspectiveMost Qs scored on numerical scale of 1-10 5
  6. 6. Physics Education Research The University of EdinburghImplementation – marks 6
  7. 7. Physics Education Research The University of EdinburghImplementation – marksStudent marks comparableBut all very high with not muchdifferentiationRanges : 71-90 (students) 72-89 (tutor)Means identical to nearest %Interesting case is student 6 – misinterpreted question but lively presentation (low tutor score, high peer score) 7
  8. 8. Physics Education Research The University of EdinburghImplementation – student feedbackAnonymity of handsets appreciatedEngagement - more attentive to sessionAssessment over several sessions – ‘fixing’Serial Q responses – slow10Qs per student – ‘button fatigue’Unanimous that it should not be summative 8
  9. 9. Physics Education Research The University of EdinburghEvaluation – my thoughtsAn interesting study in an appropriate areaAchieved some of its aims Were I to do it, I would do things slightly differently 9
  10. 10. Physics Education Research The University of Edinburgh1. Can’t assume students are confident assessors, partly because they rarely assessNeed to run a dummy exercise as a training sessionIllustrate with short examples of ‘staged’ good, average and poor presentations 10
  11. 11. Physics Education Research The University of Edinburgh2. Students should feel some ownership of the peer assessment componentDevelop assessment criteria and questions with whole class discussion input (this year’s class!)Trial with training exercise presentationsDiscuss and if necessary refine 11
  12. 12. Physics Education Research The University of Edinburgh3. Simplify the questions / choices10 point scale is far too fineSuggest replacing it with statements rated on a 5 point Likert scale (or 6 point Osgood)Reduce the number of questions to the minimum needed to cover all the assessment issues 12
  13. 13. Physics Education Research The University of Edinburgh4. Consider letting students assess different things to tutorIf similar criteria assessing same components of presentation, won’t you always expect similar scores?Why not let students assess suitability of e.g. content, subject to development of criteria through training? 13
  14. 14. Physics Education Research The University of EdinburghConsequences+ Students as partners in the development of PA criteria+ Normalisation of expectations ahead of real session: ‘on the same page’+ Encourages reflection before students create and deliver their own presentations- Takes 1-2 hrs additional class time (but probably time well spent) 14
  15. 15. Physics Education Research The University of EdinburghFinally…..I think you could allocate a proportion of the summative assessment to this process, if criteria transparent and students trained as suggested. 15
  16. 16. Physics Education Research The University of Edinburgh 16

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