Strand: Technology Enhanced Course
Anticipated outcomes: An approach to online peer-supported assessment will be presented and the value of peer-support and peer-feedback will be discussed.
Session outline (or abstract): Assessment is often the driving force for learning and student engagement (Taras 2002). The alignment of learning activities to assessment outcomes can increase the perceived value of those activities. A level 6 blended learning module (Applied Physiology of Sport Performance, Department of Sport, Faculty of Health and Wellbeing), was developed from a “little-and-often” assessment model to a 2-task model in response to changes in assessment regulations and policies. The regulatory changes allowed the module teaching team an opportunity to review of the learning, teaching and assessment strategy in the module and as a result significant changes were made to both delivery and methods of assessment. The place of the module within the course and the connections between students as members of a course were also considerations of the module redesign. One of the two assessment tasks was specifically designed to encourage both face-to-face and virtual connections between student course-mates. A combination of face-to-face groups and online peer-support and feedback groups were implemented as mechanisms to engage the cohort of 74 students with assessment and to increase student collaboration and communication (Boud, Cohen and Sampson 1999). Following the peer-support and feedback, students engaged in a reflection of their experience which was included within their assessment submission. Towards the end of the module delivery, students were also asked for their feedback on the peer-support activity (38 responses). The staff and student experience of the changes in learning, teaching and assessment in the module will be presented.
BOUD, David, COHEN, Ruth and SAMPSON, Jane (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24 (4), 413-416.
TARAS, Maddalena (2002). Using Assessment for Learning and Learning from Assessment. Assessment and Evaluation in Higher Education, 27 (6), 501-510.
Session activities for engagement: Opportunities for discussion will be encouraged during and following the presentation.
Click to view presentation: 251 Peer-Support & Self-reflection in Assessment