‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning

2.50
Hdl Handle:
http://hdl.handle.net/10547/346542
Title:
‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning
Authors:
Elbra-Ramsay, Caroline; Backhouse, Anita
Abstract:
The aim of this small scale research study was to investigate whether a primary school formative assessment strategy could be transferred to Higher Education. Visualisers are an increasingly used teaching and learning resource in primary classrooms. Using examples, work is analysed and improved allowing for explicit scaffolding of feedback strategies as well as the unpicking of success criteria. This study sought to use a similar approach with part-time PGCE students, many of which were returning to education after a break. Using two curriculum modules (science and English) example assignments were analysed and improved using the visualiser to prompt discussion as a group and with partners. This then fed into peer and self- marking/ evaluation with the opportunity to apply some of the strategies explored earlier. Data (questionnaires, interviews and assignment feedback) was collected before, during and after these scaffolded sessions and indicated that the students found it to be a valuable strategy in terms of exploring some of the tacit aspects of academic writing. The immediacy of the feedback, dialogic nature of the sessions and common shared understanding that the visualiser allowed all seemed to have impacted positively.
Affiliation:
York St John University
Citation:
Elbra-Ramsay, C., Backhouse, A. (2015) '‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning' Journal of pedagogic development 5 (1).
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2015
URI:
http://hdl.handle.net/10547/346542
Additional Links:
http://www.beds.ac.uk/jpd/volume-5-issue-1-march-2015/so,-you-want-us-to-do-the-marking!-peer-review-and-feedback-to-promote-assessment-as-learning
Type:
Article
Language:
en
Series/Report no.:
Volume 5; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorElbra-Ramsay, Carolineen
dc.contributor.authorBackhouse, Anitaen
dc.date.accessioned2015-03-12T09:26:45Zen
dc.date.available2015-03-12T09:26:45Zen
dc.date.issued2015-03en
dc.identifier.citationElbra-Ramsay, C., Backhouse, A. (2015) '‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning' Journal of pedagogic development 5 (1).en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/346542en
dc.description.abstractThe aim of this small scale research study was to investigate whether a primary school formative assessment strategy could be transferred to Higher Education. Visualisers are an increasingly used teaching and learning resource in primary classrooms. Using examples, work is analysed and improved allowing for explicit scaffolding of feedback strategies as well as the unpicking of success criteria. This study sought to use a similar approach with part-time PGCE students, many of which were returning to education after a break. Using two curriculum modules (science and English) example assignments were analysed and improved using the visualiser to prompt discussion as a group and with partners. This then fed into peer and self- marking/ evaluation with the opportunity to apply some of the strategies explored earlier. Data (questionnaires, interviews and assignment feedback) was collected before, during and after these scaffolded sessions and indicated that the students found it to be a valuable strategy in terms of exploring some of the tacit aspects of academic writing. The immediacy of the feedback, dialogic nature of the sessions and common shared understanding that the visualiser allowed all seemed to have impacted positively.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 5en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-5-issue-1-march-2015/so,-you-want-us-to-do-the-marking!-peer-review-and-feedback-to-promote-assessment-as-learningen
dc.subjectfeedbacken
dc.subjectassessmenten
dc.subjectacademic writingen
dc.subjectvisualiseren
dc.subjectstudent teacheren
dc.subjectmodellingen
dc.subjectanalysisen
dc.subjectscienceen
dc.subjectEnglishen
dc.subjecthigher educationen
dc.subjectpeer assessmenten
dc.title‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learningen
dc.typeArticleen
dc.contributor.departmentYork St John Universityen
dc.identifier.journalJournal of pedagogic developmenten
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