Conference and seminar sessions in Peer learning and evaluation
← More broad
Formative Peer Assessment
Presentation at Northern Economics Network seminars,Assessing the impact of peer evaluation in assessed group work
Presentation at DEE 2023,Adventures in pair programming
Presentation at DEE 2023,Flipped classes and peer marking: incentives, student participation and performance in a quasi-experimental approach
Presentation at DEE 2019,In this research, we aim to flip small group classes by peer-marking. The flipping is implemented via virtual learning platform. The students will submit their homework on Turnitin within a specific deadline. The software then allocates scripts randomly among the students who submitted the homework, where they mark each other’s submissions anonymously, based on some given solution criteria. This process of peer-marking allows the students to attempt and review a similar problem before the small group classes, thus works as a ‘flipped small group class’. Unlike the traditional flipped classes, this process enables participation monitoring and thereby ensures effective use of the ‘flipping’ concept. The study is conducted in two UK higher education institutions independently with the coverage of undergraduate and postgraduate taught students. One of our aim to analyse the impact of an incentive in student participation of the activities. In one exercise, the students participating to the peer marking are granted online access to the solution of an additional set of problems. In another exercise, there is the absence of the incentive: all students are granted access to the additional exercise solution, irrespective of their participation to the peer review process. We also aim to analyse the impact of participation (if any), on their final exam scores.
Self vs. peer evaluation: Are students more accurate at evaluating the work of their peers than their own?
Presentation at DEE 2017,One of the most important objectives of courses in higher education is to develop the independent learning skills of the students. In order to become effective self-directed learners they need to acquire good self-evaluation skills. Unfortunately, numerous studies have found evidence that undergraduate students are rather poor at judging the quality of their own work (Guest and Riegler 2017; Nowell and Alston 2007; Grimes, 2002). The data indicates that this divergence between the student and the tutors’ perception of the academic work is not random. Most studies find that on average students systematically over-estimate their own performance. Does this evidence indicate that large numbers of students find it difficult to effectively internalise the standards on their course? This might be the case. However, an alternative explanation is that students find it particularly difficult to objectively evaluate the quality of their own work because of the emotional investment involved. They may find it easier to judge the appropriate standard when looking at the work of others. To test this hypothesis the paper compares the ability of students to self and peer evaluate an assessed economics essay that has been completed out of class. The data comes from a group of 2nd year undergraduate students.
