The Keys to Student Achievement and Classroom Success
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
1. Peer to Peer – The Full Cycle: Investigating Online
Peer Assessment through Action Research
Julia Fotheringham and Elaine Mowat, Edinburgh Napier University,
4. Seminar Design Moderation Skills
o Overall look and feel o Nature of welcome
o Clarity of instructions
o Clarity of purpose and o Visiblity and
learning objectives responsiveness of tutors
o Opportunities for
o Quality of resources interaction with peers
o Encouragement of critical
o Level of engagement thought and reflection
with seminar activities o Cultural diversity and
internationalism
o Keeping discussion on
track
o Bringing it all together
8. reflect observe
evaluate act
reflect observe
plan
evaluate act
reflect observe
plan
evaluate act
plan Action Research Cycle
9. How do students
experience high
stakes peer
assessment in an
online environment?
10. reflect observe
evaluate act
reflect observe
plan
evaluate act
reflect observe
plan
evaluate act
plan Action Research Cycle
11. Leadership in Compassionate Care Programme
Using Emotional Touchpoints to learn about the experience of receiving care
http://www.napier.ac.uk/fhlss/NMSC/compassionatecare/practicemethods/Pages/EmotionalTouchpoints.aspx
12. Self-assessing your
own seminar
Peer
Receiving
marking
peer
other
feedback
The students’ Current
from others
prospect of seminars attitude to
peer peer
marking marking
SEMINARS
16. I was more than satisfied
with my peer feedback
... it’s the most important
thing if we want to learn
from each other.
I was anxious – I
thought ‘am I good
enough to assess
someone else?’
17.
18.
19. Peer feedback can develop
a sense of community of
helping each other and a
feeling of equal value.
Blended and online educationSBOSEActivityEthos (university, programme …)Unhappy students (process and outcome) eg uneven participation in groupsFiddling with documentation didn’t do it
Blended and online educationSBOSEActivityEthos (university, programme …)Unhappy students (process and outcome) eg uneven participation in groupsFiddling with documentation didn’t do it
Action research (spiral)Emotional touchpoints (timeline graphic)Emotion cardsInterviews (f2f, online, phone)Touchpoints refer to important stages/events
Photo of peer assessment literature
This surprised us because if anything we expected there would be a negative effect given that most of the students had never met face to face and were studying in different countries and different institutions.
Commitment – there to be harnessedPositive about peer assessmentEmotion cards with those picked highlightedRole of tutor (note is disruptive of hierarchies …)So emotional touchpoints is a good investigative methodology (roots in health care)Importance of involving students in negotiating criteria, preparation, neogitating understanding of everybody’s roles, expectation
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC12The model developed by Reason (1990) is based on the assumption that there are several different elements that must all be considered in order have a safe event. If the ‘gaps’ are aligned (in our case opportunities for perceived unfairness) a student can fall down that gap and end up feeling disadvantaged and unfairly treated overall. We realised that we cannot eliminate ‘felt-unfairness’ altogether at every stage for every student, but as long as the ‘gaps’ are not aligned, and that the disadvantage in one aspect is balanced out by advantage in another, then overall, the student will not be disadvantaged.
