peer feedback - paul mclaughlin
DESCRIPTION
Individual students were asked to complete assessment questions. They then attended a 'marking event' in a Teaching Studio where they graded each others work with support from staff.TRANSCRIPT
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Peer Feedback in Groups for
Individual Submissions
School of Biological Sciences
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What it means
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Group B-1
Group B
Group A-2
A-1
A-2
B-1
B-2
Group A-1
Group A
Group B-2
Tutor
Prior to class
(individual submission)
In class
(group marking
of other group’s
Submissions)
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What question does it address?
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Why is it important?
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What did we do
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Group B-1
Group B
Group A-2
A-1
A-2
B-1
B-2
Group A-1
Group A
Group B-2
Tutor
Prior to class
(individual submission)
In class
(group marking
of other group’s
Submissions)
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Q1 Qn
Instance Session
Establish groups
Swap groups
Mark groups
Send back work
Students Do Assignment
Marking Session
Q1 Qn
Graph
Text
Text
Q1
Feedback 1
Feedback n
marks
For 1 to No of Questions
For 1 to No in Group
EndDo
EndDo
Q1 Qn
Feedback 1
Feedback n
Feedback 1
Feedback n
marks marks
Author Assignment
QMP
Author Feedback
QMP
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How do we do it?
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What did the students think?
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What did the students think?
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What did the students think?
“The bit I liked is that you didn’t just have to be just you: it was
everyone and it made you think of what other people think of
answers; because my line of thought about someone who
answered a question differently to how I answered was that it
might be wrong; but when someone explains it to you and when
we talk it through it gets far more meaning and you understand it
better and I understand the different ways you can answer
questions far more.”
“There were lots of examples of ways to get it wrong
as well You can see how a lot of people waffle in their
answers. We can tell what is waffly and what is
straight to the point. I think that was the best”
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What did I think?
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How will we develop it?
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Perspectives
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Acknowledgments
• Principal’s Teaching Award Scheme
• Peter Ng (author)
• Mark Findlay (help with QMP)