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Promoting Peer Assessment:                                                     Workshop

A Scenario

  Setting The Scene
  Improving the quality of assessment and feedback
  mechanisms is of key interest to the University of Bath.
  Therefore, this scenario demonstrates one of the
  online assessment and feedback mechanisms
  currently available to lecturers at the University of
  Bath.

  The Moodle Workshop activity is a tool that facilitates
  self and peer assessment, and which can encompass
  a huge array of options. This activity allows
  participants to assess each other's projects, as well as
  exemplar projects, in a number of ways. It also
  coordinates the collection and distribution of these             Figure 1: The University of Bath Moodle homepage
  assessments, before presenting the tutor with an
  interface which allows them to view peer-assessment qualitative and quantitative data and if required, add their
  comments and marks.

  The following hypothetical scenario highlights some of the key features of the Moodle Workshop activity and
  suggests ways in which it may enhance or complement existing assessment and feedback mechanisms.


  Stage 1: Workshop Task Inception

  a. Using a traditional approach

  At the beginning of semester 1, students must write a short project proposal – no more than five A4 pages in
  length – which in previous years’ has been formatively assessed by the unit tutor. However with large numbers of
  project proposals to mark, it often take a number of weeks before students receive any feedback on the
  proposals. Understandably, this can become a source of frustration for students.

  b. Thinking of an alternative approach

  For this academic year, the unit tutor will be taking a different approach. Rather than submitting hard copies of
  project proposals to the departmental office, students will submit work using the Workshop activity feature within
  the Moodle course for this unit. Students will be given a deadline after which time they will be unable to submit
  work.

                                 Once the assessment period has begun, students will anonymously peer assess three
                                 project proposals, giving and submitting comments under three given criteria. After the
                                 assessment period has finished, the unit tutor will read through the peer-assessment
                                 comments, giving overall feedback both on the News Forum within the Moodle course for
                                 this unit as well as during a lecture.

                                 Using this assessment and feedback mechanism, students will receive more rapid
                                 feedback on their project proposals than in previous years from both their peers and the
                                 unit tutor.

                                 Furthermore, with more people commenting on work therefore a likely increase in
                                 feedback, the overall quality of project submissions at the end of semester 2 will improve
                                 through students having a clearer understanding of marking criteria and project
  Figure 2: Adding an activity
                                 objectives.
page 2


Stage 2: Creating The Workshop Activity

For the unit tutor, creating the workshop is arguably the most important stage in the five-stage framework. It is
important to decide upon and note the following five key details before attempting to create the workshop activity
within Moodle.

       Submission Title                    Whilst “The Unit Workshop” may seem like a good idea initially, it may
                                           not be the only workshop the lecturer ever creates within this Moodle
                                           unit. “The Project Proposal Workshop” is likely to be more appropriate.
       Grading                             There are two options to think about here:
                                           • Grade for Assessments: This is the maximum grade given to the
                                           assessments made by students of their own and/or other work.
                                           • Grade of the Submissions: This value determines the maximum grade
                                           which can be awarded to a submission.
       Allowing Resubmission               To encourage an increased level of self reflection, it is suggested to
                                           allow students to resubmit work, given that the deadline for submissions
                                           has not passed.
       Number of                           This is a useful tool allowing students not only to see the criteria for
       Assessment Examples                 marking, but also how a specimen piece of work is assessed. The unit
       for the Teacher                     tutor has opted to set this to zero.
       Start/End of Submission             It is recommended that the submission period and assessment period
       Period                              do not overlap. Students will be unable to submit work once the
                                           submission period has ended. Once the assessment period begins,
       Start/End of                        students will be allocated a number of assignments [three as set by the
       Assessment Period                   unit tutor] for peer assessment.


As the table above illustrates, planning the workshop activity thoroughly is important. Whilst it is possible to amend
the workshop settings during the lifecycle of an activity, it is not recommended and users should proceed with
caution. Further settings such as workshop description and teacher/student mark weightings also need to be set at
this stage too. For the submission and assessment period, the unit tutor has stated the following details:


       Start of Submissions               Monday 4 December 2006                        0900 hrs
       End of Submissions                 Friday 8 December 2006                        1700 hrs
       Start of Assessment                Saturday 9 December 2006                      0900 hrs
       End of Assessment                  Friday 15 December 2006                       1530 hrs
       Release of Grades                  Friday 15 December 2006                       1700 hrs

Once these dates and times have been setup in the Moodle Workshop
settings, the various activities will begin and end accordingly without any
further intervention from the unit tutor.




   Figure 3: An example of how the Workshop activity will be displayed in the Moodle course

Furthermore, these events will appear both in the “Upcoming Events” block
(figure 4) within the Moodle course for this unit as well as in the students’
personalised Moodle calendar.


                                                                                                   Figure 4: The key workshop activity
                                                                                                   dates displayed in the Upcoming
                                                                                                   Events block for the Moodle course
page 3

Stage 3: Opening The Workshop
[Submissions Period]

The workshop will open at 0900 hrs on Monday 4 December 2006 . From then until the end of submissions time,
students will be able to upload their assignments into the activity. So to aid the anonymising of the peer
assessment process, students are asked to name there proposals “Project_Proposal.doc”, rather than include
their own name in the filename. Furthermore, students are also asked to an short abstract detailing the focus of
their project proposal. The unit tutor receives an optional notification of each submission via email.

       Project Proposal Workshop Now Open                                                   Students are able to log into Moodle
       by Unit Tutor – Monday 4 December 2006, 09:02 AM                                     off campus, to submit their project
                                                                                            proposals. The unit tutor posts a
                                                                                            message to the News Forum in
                                                                                            Moodle, which all students are
                                                                                            subscribed to, reminding them that
                                                                                            submissions are now due.

                                                                                            Some students will receive an email
                                                                                            of the post whilst others will prefer
                                                                                            to read this information through an
                                                                                            RSS feed reader.

                    Figure 5: A post on the course “News Forum”



Stage 4: Peer Assessment Activity
[Assessments Period]

After the assessment period begins at 0900 hrs on Saturday 9 December 2006, students are now able to peer
assess assignments. When setting up the workshop activity, the unit tutor set these number of peer
assessments a students must perform to three. These must be done before the deadline passes. The unit
tutor has asked for students to assess each piece of work under three criteria, as shown in Figure 6 below.


When peer assessing work, a
student   must     leave  a
comment along with a mark
out of 10. More specific
assessment     criteria  is
available to students for
download from the Moodle
course.


The unit tutor uploaded this
assessment criteria document
when he setup the workshop,
but set the option to only
release this file for viewing
upon the assessment period
starting. This was to avoid
students having assessment
criteria   to   hand    when
completing the assignment.

                                                          Figure 6: Setting assessment criteria in the Moodle Workshop activity

The unit tutor logs into Moodle and notes that several students are yet to complete their peer assessment
activity. Furthermore, after reading some of the peer assessment comments, he notes some students are
being overly critical of their peers’ work. Once again, he posts a message to the News Forum with some of
his observations.
page 4

Stage 5: Closing The Workshop
[End of Activity]

The workshop closes automatically on Friday 15 December 2006 at 1530hrs. This allows a 90 minute period
during which time the unit tutor can read through selected peer assessment comments and leave specific
comments where appropriate. It also gives the unit tutor time to draft yet another News Forum post detailing the
general themes which have come out of the peer assessment activity such as the breadth of topics being
researched and the thoroughness of thinking in the majority of proposal. To those students whose project
proposals require additional work, the unit tutor has suggested some remedial work before resubmission of work
using the Assignment activity in Moodle.

Peer assessment grades and comments are released to students at 1700hrs, where they are able to see both
the quantative marks awarded by their peers as well as qualitative comments. Using a post-activity forum with
the Moodle course for the unit, students have been encouraged to post their thoughts on the exercise in an
attempt to promote and encourage the need for both self and group reflection.


Extending The Moodle Workshop Activity

During this short case study, we have aimed to give lecturers at the University of Bath an idea of the types of
opportunities available to them when using the Moodle Workshop activity. Inevitably, there are further features
within this activity which will allows lecturers to extend its potential usage.

• Reaching Agreement
If assessment agreement is being used, the unit tutor is able to hide the grades before agreement. Students (the
person "marking" and the person being "marked") will have to reach agreement on the comments only. Once
they have agreed the comments are fair, then the grade is revealed to the submitting student.

• Types of Assessment
There are multiple ways in which the facilities provided within the workshop activity can be utilised. Therefore, all
of self-, peer- and tutor-led assessment is possible within this activity.

• Saved Comments
Frequently used comments can be added to the assessment form so that there is no need to re-type them each
time they are required. These "stock" comments appear below the Feedback/Comment box. Clicking on the
comment adds that text to the Feedback box, as illustrated in Figure 7 below.




                                 Figure 7: Assessment of a Project Proposal by the unit tutor

Contact the e-Learning Team

If this case study has been useful and you would like explore the usage of the Moodle Workshop activity within
your own teaching, please do not hesitate to get in touch with the e-Learning Team at: e-learning@bath.ac.uk

                                                                                                         18 December 2006
                     this case study was prepared by the e-Learning Team at the
        Learning & Teaching Enhancement Office, University of Bath, Bath BA2 7AY
                 Tel: +44 (0) 1225 388388 | Email: e-learning@bath.ac.uk

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Moodle Workshop Case Study

  • 1. Promoting Peer Assessment: Workshop A Scenario Setting The Scene Improving the quality of assessment and feedback mechanisms is of key interest to the University of Bath. Therefore, this scenario demonstrates one of the online assessment and feedback mechanisms currently available to lecturers at the University of Bath. The Moodle Workshop activity is a tool that facilitates self and peer assessment, and which can encompass a huge array of options. This activity allows participants to assess each other's projects, as well as exemplar projects, in a number of ways. It also coordinates the collection and distribution of these Figure 1: The University of Bath Moodle homepage assessments, before presenting the tutor with an interface which allows them to view peer-assessment qualitative and quantitative data and if required, add their comments and marks. The following hypothetical scenario highlights some of the key features of the Moodle Workshop activity and suggests ways in which it may enhance or complement existing assessment and feedback mechanisms. Stage 1: Workshop Task Inception a. Using a traditional approach At the beginning of semester 1, students must write a short project proposal – no more than five A4 pages in length – which in previous years’ has been formatively assessed by the unit tutor. However with large numbers of project proposals to mark, it often take a number of weeks before students receive any feedback on the proposals. Understandably, this can become a source of frustration for students. b. Thinking of an alternative approach For this academic year, the unit tutor will be taking a different approach. Rather than submitting hard copies of project proposals to the departmental office, students will submit work using the Workshop activity feature within the Moodle course for this unit. Students will be given a deadline after which time they will be unable to submit work. Once the assessment period has begun, students will anonymously peer assess three project proposals, giving and submitting comments under three given criteria. After the assessment period has finished, the unit tutor will read through the peer-assessment comments, giving overall feedback both on the News Forum within the Moodle course for this unit as well as during a lecture. Using this assessment and feedback mechanism, students will receive more rapid feedback on their project proposals than in previous years from both their peers and the unit tutor. Furthermore, with more people commenting on work therefore a likely increase in feedback, the overall quality of project submissions at the end of semester 2 will improve through students having a clearer understanding of marking criteria and project Figure 2: Adding an activity objectives.
  • 2. page 2 Stage 2: Creating The Workshop Activity For the unit tutor, creating the workshop is arguably the most important stage in the five-stage framework. It is important to decide upon and note the following five key details before attempting to create the workshop activity within Moodle. Submission Title Whilst “The Unit Workshop” may seem like a good idea initially, it may not be the only workshop the lecturer ever creates within this Moodle unit. “The Project Proposal Workshop” is likely to be more appropriate. Grading There are two options to think about here: • Grade for Assessments: This is the maximum grade given to the assessments made by students of their own and/or other work. • Grade of the Submissions: This value determines the maximum grade which can be awarded to a submission. Allowing Resubmission To encourage an increased level of self reflection, it is suggested to allow students to resubmit work, given that the deadline for submissions has not passed. Number of This is a useful tool allowing students not only to see the criteria for Assessment Examples marking, but also how a specimen piece of work is assessed. The unit for the Teacher tutor has opted to set this to zero. Start/End of Submission It is recommended that the submission period and assessment period Period do not overlap. Students will be unable to submit work once the submission period has ended. Once the assessment period begins, Start/End of students will be allocated a number of assignments [three as set by the Assessment Period unit tutor] for peer assessment. As the table above illustrates, planning the workshop activity thoroughly is important. Whilst it is possible to amend the workshop settings during the lifecycle of an activity, it is not recommended and users should proceed with caution. Further settings such as workshop description and teacher/student mark weightings also need to be set at this stage too. For the submission and assessment period, the unit tutor has stated the following details: Start of Submissions Monday 4 December 2006 0900 hrs End of Submissions Friday 8 December 2006 1700 hrs Start of Assessment Saturday 9 December 2006 0900 hrs End of Assessment Friday 15 December 2006 1530 hrs Release of Grades Friday 15 December 2006 1700 hrs Once these dates and times have been setup in the Moodle Workshop settings, the various activities will begin and end accordingly without any further intervention from the unit tutor. Figure 3: An example of how the Workshop activity will be displayed in the Moodle course Furthermore, these events will appear both in the “Upcoming Events” block (figure 4) within the Moodle course for this unit as well as in the students’ personalised Moodle calendar. Figure 4: The key workshop activity dates displayed in the Upcoming Events block for the Moodle course
  • 3. page 3 Stage 3: Opening The Workshop [Submissions Period] The workshop will open at 0900 hrs on Monday 4 December 2006 . From then until the end of submissions time, students will be able to upload their assignments into the activity. So to aid the anonymising of the peer assessment process, students are asked to name there proposals “Project_Proposal.doc”, rather than include their own name in the filename. Furthermore, students are also asked to an short abstract detailing the focus of their project proposal. The unit tutor receives an optional notification of each submission via email. Project Proposal Workshop Now Open Students are able to log into Moodle by Unit Tutor – Monday 4 December 2006, 09:02 AM off campus, to submit their project proposals. The unit tutor posts a message to the News Forum in Moodle, which all students are subscribed to, reminding them that submissions are now due. Some students will receive an email of the post whilst others will prefer to read this information through an RSS feed reader. Figure 5: A post on the course “News Forum” Stage 4: Peer Assessment Activity [Assessments Period] After the assessment period begins at 0900 hrs on Saturday 9 December 2006, students are now able to peer assess assignments. When setting up the workshop activity, the unit tutor set these number of peer assessments a students must perform to three. These must be done before the deadline passes. The unit tutor has asked for students to assess each piece of work under three criteria, as shown in Figure 6 below. When peer assessing work, a student must leave a comment along with a mark out of 10. More specific assessment criteria is available to students for download from the Moodle course. The unit tutor uploaded this assessment criteria document when he setup the workshop, but set the option to only release this file for viewing upon the assessment period starting. This was to avoid students having assessment criteria to hand when completing the assignment. Figure 6: Setting assessment criteria in the Moodle Workshop activity The unit tutor logs into Moodle and notes that several students are yet to complete their peer assessment activity. Furthermore, after reading some of the peer assessment comments, he notes some students are being overly critical of their peers’ work. Once again, he posts a message to the News Forum with some of his observations.
  • 4. page 4 Stage 5: Closing The Workshop [End of Activity] The workshop closes automatically on Friday 15 December 2006 at 1530hrs. This allows a 90 minute period during which time the unit tutor can read through selected peer assessment comments and leave specific comments where appropriate. It also gives the unit tutor time to draft yet another News Forum post detailing the general themes which have come out of the peer assessment activity such as the breadth of topics being researched and the thoroughness of thinking in the majority of proposal. To those students whose project proposals require additional work, the unit tutor has suggested some remedial work before resubmission of work using the Assignment activity in Moodle. Peer assessment grades and comments are released to students at 1700hrs, where they are able to see both the quantative marks awarded by their peers as well as qualitative comments. Using a post-activity forum with the Moodle course for the unit, students have been encouraged to post their thoughts on the exercise in an attempt to promote and encourage the need for both self and group reflection. Extending The Moodle Workshop Activity During this short case study, we have aimed to give lecturers at the University of Bath an idea of the types of opportunities available to them when using the Moodle Workshop activity. Inevitably, there are further features within this activity which will allows lecturers to extend its potential usage. • Reaching Agreement If assessment agreement is being used, the unit tutor is able to hide the grades before agreement. Students (the person "marking" and the person being "marked") will have to reach agreement on the comments only. Once they have agreed the comments are fair, then the grade is revealed to the submitting student. • Types of Assessment There are multiple ways in which the facilities provided within the workshop activity can be utilised. Therefore, all of self-, peer- and tutor-led assessment is possible within this activity. • Saved Comments Frequently used comments can be added to the assessment form so that there is no need to re-type them each time they are required. These "stock" comments appear below the Feedback/Comment box. Clicking on the comment adds that text to the Feedback box, as illustrated in Figure 7 below. Figure 7: Assessment of a Project Proposal by the unit tutor Contact the e-Learning Team If this case study has been useful and you would like explore the usage of the Moodle Workshop activity within your own teaching, please do not hesitate to get in touch with the e-Learning Team at: e-learning@bath.ac.uk 18 December 2006 this case study was prepared by the e-Learning Team at the Learning & Teaching Enhancement Office, University of Bath, Bath BA2 7AY Tel: +44 (0) 1225 388388 | Email: e-learning@bath.ac.uk