Technology-supported Peer Assessment (PA): How can we make it - - PowerPoint PPT Presentation

Technology-supported Peer Assessment (PA):

How can we make it successful?

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Justin Fletcher Learning Technology Consultant justin.fletcher@mcgill.ca Teddy Quintoro Learning Technology Consultant teddy.quintoro@mcgill.ca Carolyn Samuel, PhD Academic Associate carolyn.samuel@mcgill.ca

About McGill University

• Research-intensive
• 2 campuses and several

hospital sites

• ~40,000 students and ~1,700

tenure-track faculty

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Agenda

• 1. What is Peer Assessment (PA)?
• 2. Sample PA Cases
• 3. McGill’s Support Model
• 4. Discussion on PA Support

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What is Peer Assessment (PA)?

Students provide feedback on other students’ assignments to help them improve their work.

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What is Peer Assessment (PA)?

Peer assessment can occur in a variety of contexts: in class or out of class; online or

• ffline.

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In Class Out of Class Online * * Offline

Show of hands

Have you ever participated in a PA activity?

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Activity: Think-Pair-Share

Was it a useful learning experience? Why or why not? If you have never participated in PA, what challenges do you anticipate for students and/or instructors?

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Sample PA Cases

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Sample PA Cases

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Refer to handout:

• Case 1: Double-blind PA
• Case 2: Paper Exchange
• Case 3: Group Presentations

Electronic copy: https://tinyurl.com/pamcgill

Case 1: Double-blind PA

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Students provide anonymous feedback to three peers by filling out a rubric. The reviewer does not know the author of the paper and vice-versa. After receiving feedback, authors are required to evaluate the helpfulness of the feedback they received.

Our start with PA

Peer Review with 500 students

https://teachingblog.mcgill.ca/2015/06/05/ peer-review-with-500-students/

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• Prof. Lawrence Chen

Faculty of Engineering

Case 1: Double-blind PA

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How can this be done?

• Students submit work
• System distributes

reviewing assignments

• Students review using

instructor-created form

• Students receive

feedback & react to it (back-evaluation)

(Brightspace-integrated tools)

Case 1: Double-blind PA

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Three-step process

Submit Peer review Back-evaluate

Case 2: Paper Exchange

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Students exchange papers with a partner and respond to a series of questions provided by the instructor that are designed to help authors improve their work before they submit a final version to the instructor.

Case 2: Paper Exchange

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How can this be done?

• Create private group

discussions; provide guiding questions in forum/topic description

• Students share their papers in

discussion topic

• Students answer the questions

Discussions Tool

Case 2: Paper Exchange

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How can this be done? Discussions Tool

Case 3: Group Presentations

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Students give group presentations in class. Students in the audience provide feedback to three previously-assigned groups.

Case 3: Group Presentations

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How was this being done before?

1. Distribute and collect paper forms in class 2. Manually calculate and input data 3. Share feedback with “group leader” 4. Cross your fingers that the “group leader” shares it with their group members

Case 3: Group Presentations

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How can this be done? Office 365 Forms or other survey tool

*Provide link to survey within Brightspace

Case 3: Group Presentations

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Case 3: Group Presentations

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• In the Excel report, filter by “selected group”
• Share each group’s feedback with group members by

posting it as a feedback file on Brightspace

• Calculate numerical scores by creating a pivot table

and add scores to the Brightspace gradebook

Email & Name of Reviewer Group receiving feedback (“selected group”) Student evaluations of group presentations

What we learned

To make PA a viable strategy:

• Educational technologies
• Comprehensive support

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What does this look like?

Supporting PA

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A n

• n

y m i t y Number of reviews Group work Rubrics Guiding questions Resubmission Technology platforms Online or in-person B a c k

• e

v a l u a t i

• n

Grades Preparing students Time

What’s involved in designing a PA assignment?

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A n

• n

y m i t y Number of reviews Group work Rubrics Guiding questions Resubmission Technology platforms Online or in-person B a c k

• e

v a l u a t i

• n

Grades Preparing students Time

Comprehensive support: It’s not just technological support.

• 1. Combine technological and pedagogical expertise
• 2. Select appropriate technology
• Brightspace-based or Brightspace integration
• User-friendly
• 3. Provide resources (e.g., cases, sample rubrics)

www.mcgill.ca/tls/teaching/assessment/peer

• 4. Offer multiple entry points: workshop, webinar,

consultation

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http://mcgill.ca/tls/teaching/assessment/peer 26

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Discussion

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Discussion

What are the indicators of a successful PA assignment?

• For students?
• For the instructor?

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Discussion

What is the most challenging aspect of PA? How can we address it?

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Questions?

technology.tls@mcgill.ca

We always welcome feedback, and you can find a feedback form for this session in your Fusion Account and Mobile App.

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Peer Assessment resources: www.mcgill.ca/tls/teaching/assessment/peer