‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning
Affiliation
York St John UniversityIssue Date
2015-03Subjects
feedbackassessment
academic writing
visualiser
student teacher
modelling
analysis
science
English
higher education
peer assessment
Metadata
Show full item recordAbstract
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.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 BedfordshireJournal
Journal of pedagogic developmentAdditional 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-learningType
ArticleLanguage
enSeries/Report no.
Volume 5Issue 1
ISSN
2047-3265Collections
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