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Web Pa Wilkinson


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Web Pa Wilkinson

  1. 1. Nicola Wilkinson Leeds, 21 April 2009 … enables every team member to recognise individual contributions to group work
  2. 2. History of WebPA 1998 Paper based system Open source version of WebPA 2008 2007 WebPA made open to all at Loughborough University 2005 WebPA project 2006 2002 PASS System Re-write of PASS became WebPA 2004 Winner of an International Award
  3. 3. A well known criticism of assessed group work is that each student receives the same team mark, regardless of individual performance
  4. 4. By using WebPA to peer assess group work, each student received an adjusted mark Marked by students, the people that know!
  5. 5. <ul><li>It is a sophisticated, yet quick and easy to set up a formative or summative assessment . </li></ul>How do teachers benefit from using WebPA?
  6. 6. 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?
  7. 7. The generation of individual student marks is automated using a researched and trusted method. How do teachers benefit from using WebPA?
  8. 8. Students are involved in the assessment process, reflecting on their own and their peers’ performance How do learners benefit from using WebPA?
  9. 9. It is a fair and confidential way of assessing individuals within group work activities How do learners benefit from using WebPA?
  10. 10. It positively impacts upon individual performance and team dynamics , enriching the overall learning experience . How do learners benefit from using WebPA?
  11. 11. Case Study: Design Management <ul><li>Postgraduate </li></ul><ul><li>25 Students per cohort </li></ul><ul><li>95% response rate </li></ul><ul><li>4 students per group, randomly allocated </li></ul>1 This person was not responsive to requests for information or questions. 5 This person was extremely responsive to communications and questions Responsiveness to communication from colleagues Score range explanatory text Example Criteria
  12. 12. Case Study: Introduction to structural design <ul><li>1nd year undergraduate students </li></ul><ul><li>97.1% return rate </li></ul><ul><li>69 students per cohort </li></ul><ul><li>Self-selected (students choose their own groups) </li></ul>1. Very often late 2. Sometimes late 3. Sometimes on time, sometimes late 4. On time more often than not 5. Always on time for all tasks Time management To what extent were you and your group members prompt at arriving for meetings or group sessions, emailing information, phoning etc? Score range explanatory text Example criteria
  13. 13. “ Overall, marking is honest and credible” Dr Keith Pond Business School Loughborough University Dr Carol Robinson Assistant Director (Teaching and Learning) Mathematics Education Centre Loughborough University “ Students are much more satisfied – complaints have almost disappeared.”
  14. 14. “ 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
  15. 15. &quot;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.&quot; 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
  16. 16. Project Website: WebPA Demonstrator: WebPA mail list: Contact email: