{"id":244,"date":"2018-08-06T15:27:36","date_gmt":"2018-08-06T15:27:36","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=244"},"modified":"2021-11-17T09:59:12","modified_gmt":"2021-11-17T09:59:12","slug":"peer-marking","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/peer-marking\/","title":{"rendered":"Peer marking"},"content":{"rendered":"<h2><strong>What is it? <\/strong><\/h2>\n<p>Students make judgements about each other\u2019s work or another group\u2019s work, engaging deeply with assessment criteria. After a phase of negotiating a shared understanding of the criteria, students are allocated work to mark, generating feedback <strong>and grades. <\/strong>Peer marking (sometimes called peer assessment) is distinct from <a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/peer-evaluation\/\"><strong>peer evaluation,<\/strong><\/a> where only feedback and comments are given. Therefore, it requires different considerations. It can form part of a students\u2019 <strong>summative assessment<\/strong> for a piece of work.<\/p>\n<p>The process can be digital or in class. On KEATS, the Workshop activity lets the assessor structure the peer marking with question prompts or rubrics, and automate the deadlines and allocation processes. It also allows the assessor to mark the feedback given.<\/p>\n<h2><strong>Why would I use it?<\/strong><\/h2>\n<p>As well as many of the benefits of <a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/peer-evaluation\/\">peer evaluation,\u00a0<\/a><\/p>\n<ul>\n<li>It helps students engage deeply with assessment criteria in order to judge the standards of others.<\/li>\n<li>It counters students\u2019 \u2018learned dependence\u2019 on teacher judgment of their work and involves the students in the assessment process.<\/li>\n<li>It can improve their appreciation of teacher\u2019s thought processes in arriving at academic judgements, and improve staff-student relations.<\/li>\n<li>According to <a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.3102\/00346543070003287\" target=\"_blank\" rel=\"noopener noreferrer\">Falchikov and Goldfinch (2000)<\/a> and <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02602938.2015.1039484\">Kearney et al (2016)<\/a> with thorough preparation and practice, the validity of student assessments is similar to that of staff in a wide range of subject areas.<\/li>\n<\/ul>\n<h3>Known issues<\/h3>\n<ul>\n<li>Unlike with <strong>formative peer evaluation<\/strong>, peer marking <strong>does not save time<\/strong> because teachers are still required to look at the grades and judgments of peer work in order to assess the quality of feedback and accuracy of grade given. This can actually increase teacher workload.<\/li>\n<li>Setting up peer marking requires prior planning and some setting up of the digital technology.\u00a0 <a href=\"https:\/\/www.kcl.ac.uk\/study\/learningteaching\/ctel\/index.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">CTEL<\/a> can help with\u00a0 how to set up <strong>Moodle Workshop on KEATS.\u00a0 \u00a0 \u00a0 Turnitin<\/strong> also allows for peer marking element to be introduced to the grade.<\/li>\n<li>Students can become quite anxious about grading each other\u2019s work and practice in how to do this needs to be done beforehand.<\/li>\n<\/ul>\n<h2><strong>How has it been used?<\/strong><\/h2>\n<p><strong><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2021\/11\/PeerFback-1.pdf\">PeerFback (1) Oxford Brookes <\/a><\/strong>provide an example of how to use peer marking in three main steps.<\/p>\n<p><strong><a href=\"https:\/\/www.gla.ac.uk\/myglasgow\/leads\/aftoolkit\/assessment\/casestudies\/cs_3\/\">Here is a case study from Life Sciences from the University of Glasgow\u00a0<\/a><\/strong><\/p>\n<p><strong>Moodle Workshop tutorial:<\/strong>\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=8QypkOcAEaE\">https:\/\/www.youtube.com\/watch?v=8QypkOcAEaE<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Articles which discuss the use of peer marking:<\/p>\n<ul>\n<li><a href=\"https:\/\/doi.org\/10.1080\/02602938.2010.515010\" target=\"_blank\" rel=\"noopener noreferrer\">McConlogue (2012)<\/a>:\u00a0<em><span class=\"NLM_article-title hlFld-title\">But is it fair? Developing students\u2019 understanding of grading complex written work through peer assessment.<\/span><\/em><\/li>\n<li><a href=\"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10734-017-0220-3.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tai, et al (2017):\u00a0<\/a><em>Developing evaluative judgement: enabling students to make decisions about the quality of work.<\/em><\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/peer-marking\/how-can-i-use-peer-marking\/\">How can I use peer marking?\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What is it? Students make judgements about each other\u2019s work or another group\u2019s work, engaging deeply with assessment criteria. After a phase of negotiating a <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/peer-marking\/\" title=\"Peer marking\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":50,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-244","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/244","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=244"}],"version-history":[{"count":17,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/244\/revisions"}],"predecessor-version":[{"id":1615,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/244\/revisions\/1615"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/50"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=244"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}