Peer assessment in popular music

This paper discusses the development of a peer-learning and assessment method involving undergraduate popular music students in group performance modules. What is learned through rehearsing and performing in a band is intrinsically collective and this poses problems where we are obliged to give individual participants discrete scores for their contributions. Peer assessment may assist in this and improve student learning in group work. An approach that involves band members assessing each other on the basis of personal attributes is explored

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

SPARKPLUS for Self- and Peer Assessment on Group-Based Honours’ Research Projects

This paper explores an application of an online tool SPARKPLUS (Self and Peer Assessment Resource Kit) for the self and peer assessment on the group-based Honours’ research projects. The Honours’ research projects in School of Civil, Environmental Engineering at University of Adelaide are running in a small group of students (typically four students or less) working with an academic supervisor in a selected area for one year. Since the research project is self-directed study, it is very difficult to fairly assess the contribution of individual students to the group-based research project. The paper-based method of self and peer assessment for the Honour’s research projects was used in the previous years. The same mark was often distributed and no feedback was given. Both the students and academic staff were not satisfied with the paper-based method of self and peer assessment. Thus an online tool SPARK PLUS together with a set of assessment criteria was used for the self and peer assessment of the Honours’ research projects in 2010. Thirty-seven groups participated in the self and peer assessment of using SPARK PLUS in semester one 2010 and a series of results from the online self and peer assessment were obtained and analysed. Feedback sessions were held and substantial feedback was received from students. Based on the feedback, suggestions were made on improving use of the online tool for self and peer assessment on the Honours’ research project.Chengqing Wu, Emmanuel Chanda and John Willisonhttp://www.adelaide.edu.au/erg

Peer assessment as collaborative learning

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented

Pharmacy students' perceptions toward peer assessment and its use in teaching patient presentation skills.

Background and purposeConducting peer assessment has been associated with positive learning outcomes in higher education. The primary objective was to evaluate pharmacy students' perceptions of using peer assessment as a pedagogical strategy in learning patient presentation skills. Secondary objectives were to determine helpful factors for providing and/or receiving peer assessment and to compare students' perceptions of peer assessment relative to receiving feedback from teaching assistants (TAs).Educational activity and settingPatient presentation skills were taught to third-year pharmacy students in three sessions (session 1: didactic lecture, session 2: faculty-led patient presentation workshops followed by peer assessment, session 3: one-on-one patient presentations to TAs). An anonymous survey instrument consisting of five-point Likert scale, yes/no, and open-ended questions was administered.FindingsA total of 187 students (98%) completed the survey. Peer assessment was perceived as a useful way to obtain feedback on patient presentations (87%). It facilitated higher level thinking and a self-reflection of students' own patient presentations. Most students felt that they received constructive feedback from peers (82%) that helped them improve their patient presentation skills (72%). However, students were more trusting of TAs' skills in assessing patient presentations (76% versus 93%, p < 0.001). Some students were concerned about the specificity and criticalness of feedback they received from peers.SummaryPeer assessment is a useful pedagogical strategy for providing formative feedback to students in learning patient presentations skills in the classroom setting. Students may benefit from additional training to improve the quality of feedback in peer assessment

The PeerRank Method for Peer Assessment

We propose the PeerRank method for peer assessment. This constructs a grade for an agent based on the grades proposed by the agents evaluating the agent. Since the grade of an agent is a measure of their ability to grade correctly, the PeerRank method weights grades by the grades of the grading agent. The PeerRank method also provides an incentive for agents to grade correctly. As the grades of an agent depend on the grades of the grading agents, and as these grades themselves depend on the grades of other agents, we define the PeerRank method by a fixed point equation similar to the PageRank method for ranking web-pages. We identify some formal properties of the PeerRank method (for example, it satisfies axioms of unanimity, no dummy, no discrimination and symmetry), discuss some examples, compare with related work and evaluate the performance on some synthetic data. Our results show considerable promise, reducing the error in grade predictions by a factor of 2 or more in many cases over the natural baseline of averaging peer grades.Comment: To appear in Proc. of ECAI 201

Computer assisted self and peer assessment: applications, challenges and opportunities

This paper discusses self and peer assessment (SPA) using CASPAR (Computer Assisted Self and Peer Assessment Ratings) – a software tool designed to aid the administration of SPA. CASPAR was piloted on eight units from six subject areas (Hospitality, Leisure, Sport, Tourism, Retail and Events). Data were gathered through questionnaires from 146 students. The paper compares the SPA process and the application of CASPAR in a hospitality operations management unit with other units to identify good practice

Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback

Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 x 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback.peer assessment; feedback request; feedback content; agreement with feedbac