Peer assessment and feedback activities give students opportunities to:
Internalise the criteria: Assessing someone else's work means understanding and applying the grading criteria, so in the process of peer assessment students get a better understanding of the standard expected of their own work. The more peer assessment they do, the better that understanding will become and they will be better able to evaluate their own work.
Learn from examples: Seeing examples of how other people have tackled a task can provide valuable feedback on one's own attempts. Students may pick up tips for how to structure a piece of work, or see some of the pitfalls to avoid. Again, the wider the range of examples reviewed, the more that can be learnt.
Receive Feedback: The feedback that students give each other is likely to be different from tutor feedback. Although both should be related to the criteria, students are likely to write their feedback in a different way and may have a clearer understanding of what is really useful at that stage of the process.
R2R - Models: Replacement Model - 0 views
Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classr... - 1 views
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Evaluation of student experience online and face-to-face. Student preference for face to face discussion activities.
Online learning activities - 0 views
Jobs at the University of Reading - University of Reading - 1 views
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Just including this as it is interesting to see that other Universities are recruiting rolls to support peer-assisted learning.
PEER-ASSESSMENT-AND-TECHNOLOGY-2.pdf - 2 views
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Tools available for peer assessment
Review of peer assessment tools - 1 views
Peer assessment - 1 views
The use of peer assessment/review in distance teaching via the Moodle VLE | eSTEeM | Op... - 1 views
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"the Moodle VLE was evaluated. Feedback from students on their experience of using peer assessment/review and the Workshop tool was very positive. A user guide has been developed with LTS for Module teams to use the workshop tool. A number of modules have started to use the "
ADDIE Model - 0 views
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Some useful questions to help inform blended learning framework * Who is the audience and their characteristics? * Identify the new behavioral outcome? * What types of learning constraints exist? * What are the delivery options? * What are the online pedagogical considerations? * What is the timeline for project completion?"
threshold concepts - 0 views
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"Jewels in the curriculum Threshold concepts can be used to define potentially powerful transformative points in the student'slearning experience . They are the 'jewels in the curriculum' because they identify key areas that need mastery. "A focus on these jewels" write Land et al. (2006, p. 198),"
On Constructive Alignment by John Biggs.pdf - 0 views
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"Rapid assessments (large class): concept maps coverage, relationships venn diagrams relationships three minute essay level of understanding, sense of relevance, gobbets realizing the importance of significant detail short answer recall units of information, coverage letter-to-a-friend holistic understanding, application, reflection comprehension of main i"
Turnitin - Frequently Asked Questions | Heath & Social Care - University of Greenwich - 0 views
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Generally, you are not permitted to submit the same, or very similar, work for another course as this would be construed as ‘double counting’; i.e. gaining credit for the same work, twice. Your attention is drawn to the reminder at the point of submission:
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Self plagiarism and double credit
MI-ProcessMappingOverview.pdf - 0 views
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