Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students

Ferguson, Gayle C.; Grady, Ruth

doi:10.3108/beej.11.4

Cited by 7 publications

(10 citation statements)

References 23 publications

(33 reference statements)

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“…It is first worth discussing the issue of time, which is widely acknowledged as fitting into both camps. Some academics have found it time consuming to implement (Falchikov 1986;Ferguson, Sheader, and Grady 2008;Kennedy 2006;Mindham 1998;Nortcliffe 2012, 2;Race 2001, 10), while others noted the contrary -that it frees up time for staff to engage in other student-facing activities (Fry 1990;Falchikov and Goldfinch 2000;Hamer, Kell, and Spence 2007, 1;Nortcliffe 2012, 15). While for some it may take more time to facilitate and there may be a slight increase in workload, the outcome of improved student learning should not be looked at in a negative light.…”

Section: Literature Reviewmentioning

confidence: 95%

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Carnell

2015

Assessment & Evaluation in Higher Education

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This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third-and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students' reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies. IntroductionA main discourse in educational research makes the case that students must take an active role in their education -to do so is to move towards deep learning. This is crucial for undergraduates in their final year for which postgraduate research may be the next step, but equally this will help build critical skills necessary for a thriving career. This article argues that formative peer assessment can play a key role in the final year of the undergraduate education, giving students the skills to be critical, autonomous thinkers. To make this argument, changes are highlighted that were recently implemented in a small final-year undergraduate course at a UK researchintensive university, in which, in its most recent iteration, eight students spent eight months researching and writing an independent dissertation. The main way in which peer assessment has been designed into the course is through regular review of draft submissions and subsequent small three-person tutorials between tutor, student assessor and student assessee.

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Section: Literature Reviewmentioning

confidence: 95%

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Carnell

2015

Assessment & Evaluation in Higher Education

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“…Ferguson et al (2008) beskriver en digital prøveform anvendt i forbindelse med laboratorieøvelser i biologi. De studerende blev bedømt på deres kompetencer ift.…”

Section: Andetunclassified

“…at opnå tids--og/eller stedsfleksibilitet (Frein, 2011;Schmidt et al, 2009), og hvis de får deres testresultat og evt. feedback på deres besvarelse med det samme (Ferguson et al, 2008;Schultz, 2011;Marriott, 2009;Schmidt et al, 2009;Escudier et al, 2011;Dermo, 2009). De studerende finder det derudover positivt, hvis den digitale eksamensform reducerer muligheden for snyd (Schultz, 2011;Escudier et al, 2011).…”

Section: Digitale Prøver: De Studerendes Oplevelser Og Perspektiverunclassified

“…Anvendelse af digitale eksamensformer kan opleves negativt af de studerende i flere tilfaelde: Hvis eksamenstidspunkt eller --sted er fastlagt af uddannelsen (Frein, 2011), hvis de ikke stoler på testsystemets og computerens pålidelighed (Stowell & Bennett, 2010;Newhouse, 2013), og hvis de er uvante med at blive bedømt via digitale prøveformer og mangler viden om, hvad der forventes af dem for at gennemføre eksamen (Ferguson et al, 2008). Dette indikerer behov for støtte af de studerende i eksamenssituationen (Stowell & Bennett, 2010;Ferguson et al, 2008;Chen & Bonk, 2008).…”

Section: Digitale Prøver: De Studerendes Oplevelser Og Perspektiverunclassified

“…Dette indikerer behov for støtte af de studerende i eksamenssituationen (Stowell & Bennett, 2010;Ferguson et al, 2008;Chen & Bonk, 2008). Nogle undersøgelser naevner, at de studerende er bekymrede for prøvens fairness, ift.…”

Section: Digitale Prøver: De Studerendes Oplevelser Og Perspektiverunclassified

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Digitale prøver – et litteraturstudie

Møller

Mikkelsen

2015

LOM

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Digitale prøveformer bliver efterhånden mere og mere udbredte. Denne artikel er baseret på et litteraturstudie foretaget for at få indsigt i primært forskningslitteraturen om digitale prøveformer. I artiklen præsenterer vi de forskellige typer digitale prøver, der omtales og diskuteres i litteraturen, og vi beskriver de potentielle fordele af bl.a. økonomisk, administrativ og pædagogisk karakter, der ifølge litteraturen kan opnås ved at bruge digitale prøver. Vi beskriver endvidere de udfordringer og potentielle ulemper, der kan være forbundet med indførelse af digitale prøver. Det drejer sig bl.a. om udfordringer hvad angår prøvesystem, organisation, teknologi, kompetenceudvikling og uddannelseskultur. Vi beskriver i artiklen en række konkrete eksempler på digitale prøver, og vi præsenterer resultater fra undersøgelser af underviseres og studerendes oplevelser med digitale prøveformer. Against the backdrop of the rapid spread of digitized tests and exams, this article sets out to present some of the results of a literature study carried out with the aim of gaining insight into the research literature on this topic. The article presents different types of tests, focusing on the financial, administrative, and pedagogical advantages described and discussed in the literature as potentially attainable through the use of digitized exams. In addition, the challenges and potential problems connected with the introduction of digitized tests are described. Among these are challenges related to the test system or to competence development as well as organizational, technological, and cultural challenges. Finally, the article provides concrete descriptions of tests and presents results from select studies of teacher and student experiences of digitized tests.

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But is it fair? Developing students’ understanding of grading complex written work through peer assessment

McConlogue

2012

Assessment & Evaluation in Higher Education

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Computer-Assisted and Peer Assessment: A Combined Approach to Assessing First Year Laboratory Practical Classes for Large Numbers of Students

Abstract: Providing fair assessment with timely feedback for students is a diffi cult task with science

Cited by 7 publications

References 23 publications

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

Digitale prøver – et litteraturstudie

But is it fair? Developing students’ understanding of grading complex written work through peer assessment

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