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Fresh understandings of using peer assessment and feedback with students
December 14, 2016 @ 2:00 pm - 4:00 pm
The seminar is based on insights gained from a recent research project (Egan & Costelloe, 2017) which sought to examine the value of peer assessment and feedback of, for and as learning from two perspectives: from that of learners undertaking an accredited professional development course for Higher Education teachers and from the programme design team seeking to create effective assessment strategies to promote learning.
Using the findings of this research as a springboard, we will facilitate an active discursive workshop which prompts discussion and reflection on the benefits of peer assessment and feedback of, for and as learning. As part of this discussion, we will propose a theoretical framework for the development of the skills and dispositions among learners that are needed to effectively engage in peer assessment activities, both formative and summative. The seminar also includes the sharing of strategies for using peer assessment in the classroom, both formally and informally e.g. use of structured rubrics/frameworks, structured discussions, guided questioning, application of rubrics in individual and group activities etc. Participants will also be encouraged to share their own insights and experiences from the use of peer assessment of, for and as learning and to interrogate some of the documented difficulties associated with using peer assessment and feedback as a teaching and learning strategy. Participants of this seminar will not only take part in collegiate dialogues on peer assessment, but will also feel more equipped to use peer assessment of, for and as learning in their own teaching contexts.
1. Encourage active reflection and questioning on peer assessment as a teaching, learning and assessment strategy for HE.
2. Share our insights and theoretical model designed to support the development of the skills and dispositions needed for peer assessment.
3. Share some practical strategies for incorporating peer assessment and feedback in HE teaching and learning.
4. Encourage group debate and sharing of ideas, comments and advice on aspects of peer assessment and feedback.
Higher Education teachers of undergraduate and postgraduate students who have an interest in using peer assessment of, for and as learning