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Computerised Peer-Assessment

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Computerised Peer-Assessment Lecturer getting out of doing marking Phil Davies University of Glamorgan South Wales Need for assessment? As tutors we are trying to ... – PowerPoint PPT presentation

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Title: Computerised Peer-Assessment


1
Computerised Peer-Assessment
Lecturer getting out of doing marking
  • Phil Davies
  • University of Glamorgan
  • South Wales

2
Need for assessment?
  • As tutors we are trying to separate the sheep
    from the goats via the assessment process.
  • This can often be difficult with the time
    constraints imposed on tutors, in what Chanock
    describes as more goat-friendly times (Chanock,
    2000).
  • Problem . Feedback against time!

3
Defining Peer-Assessment
  • In describing the teacher ..
  • A tall b, so he was. A tall thin, mean
    b, with a baldy head like a lightbulb. Hed
    make us mark each others work, then for every
    wrong mark we got, wed get a thump. That way
    he paused we were implicated in each others
    pain

McCarthys Bar (Pete McCarthy, 2000,page 68)
4
Why Peer-Assessment
  • Working together to learn (and be assessed)
  • Overcome Perceptions
  • Staff gt Lecturer getting easy life not marking
  • Studentgt Lecturer getting easy life not marking
  • Student Awareness of Benefits . IMPORTANT
    TANGIBILITY
  • Success of dependant upon scalability
    (computerisation) .. Student Numbers have risen
    dramatically since 1991 without a concomitant
    increase in resources (Pond et al, 1995)

5
Computerised Peer-Assessment
  • CAP System (2000)
  • Permits students to mark comment the work of
    other students . (normally 6-8)
  • Also initial self-assess stage (reflection)
    used as a standard of expectation
  • Internet, not Web-based system (developed in
    Visual Basic / Access)

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Having done the marking, what next?
  • Students should receive feedback
  • What feedback?
  • Marks
  • Comments
  • Which is most important?
  • To students or staff

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AUTOMATICALLY EMAIL THE MARKER .. ANONYMOUS
10
What should the marker do?Reflect
  • Read the essay again
  • Take into account the essay owners comments
  • Further clarification (if it is needed, then is
    this a black mark against the marker?)
  • Try to appease the essay owner?
  • Modify mark based upon reflection?
  • Give more constructive feedback

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12
Exercise One
  • In the top box what are the inherent advantages
    and disadvantages of peer-assessment
  • Middle Box Mark (/10) and comment to support
  • Bottom Box Mark the marker /10 and comment to
    support
  • Now give the work back!
  • Which of the above required higher order skills?

13
Must be rewarded for doing the mark for marking
process .. Based on quality
  • How to judge?
  • Standard of expectation (self-assessment)
  • Marking consistency
  • Commenting, quality, measure against mark
  • Discussion Element
  • Need for additional comments black mark?
  • Reaction to requests / further clarification

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15
How easy to get an automated mark for marking?
  • Statistically fairly easy to create a mark for
    marking based upon marks
  • Take into account high and low markers
  • Standard of expectation
  • Consistency judge against final mark awarded
    for an essay (compensated median)
  • What about the comments?

16
Feedback Index
  • Produce an index that reflects the quality of
    commenting
  • Produce an average feedback index for an essay
    (also compensated?)
  • Compare against marker in a similar manner to
    marks analysis
  • Where does this feedback index come from and is
    it valid?

17
The way to get the feedback index?
  • Develop an application??
  • C-Rater?
  • Spelling Mistakes
  • Similar Meanings?
  • That was cool
  • Really Choc
  • Really Good Essay
  • Manually

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19
Commonality!!
  • In the 67 essays that were marked
  • Only 96 comments
  • 44 positive and 56 negative
  • Highly critical if something not explained
    properly
  • Comments grouped into 10 categories
  • Need to QUANTIFY these comments .. Feedback index
  • Create a database holding positive negative (by
    category)

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-7 -6 -5 -4 -3 -2 -1 -0 0 1 2 3 4
34 34 51 56 52 56 61 63 70 64 68 70
39 52 61 46 57 58 62 72 65 70
44 45 52 54 66 59 62 69 68
34 35 57 66 65 65 66 69
56 59 68 64 63 71
61 59 66 66 66 66
55 48 60 69 68
61 57 58 65 73
59 61 60
63
62
68
34 37.8 45.8 59.6 55.6 58.8 62.9 62.8 67.5 68 68 70
27
General points of note
  • Main criteria used for peer-marking
  • Explanations, conclusions, references, examples
  • Better students were critical (upper quartile)
  • Better understanding permitting criticism?
  • Confidence?
  • Hostility?
  • Weaker student in cloud cuckoo land
    consistently
  • Consistency of markers in marks comments
    30-34, 35-39, 55-59 65-69 70-74
  • Note 70-74 OVER-Comment Mark

28
Time Consuming?
  • Can we formulate the marking process
  • Take away need for quantification process of
    analyzing comments
  • Is it still peer-assessment if the students are
    told what to say?

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Exercise Two
  • I think youve missed out a big area of the
    research
  • Youve included a big chunk that you havent
    cited
  • There arent any examples given to help me
    understand
  • Grammatically it is not what it should be like
  • Your spelling is atroceious
  • You havent explained anything to me
  • Youve directly copied my notes as your answer to
    the question
  • Most of what youve said isnt about the question

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STUDENT FRED REFERENCES Positive Negative
.
Personal Valuation 5, 3, 2, 1 3, 1, 2
33
Is it my job to teach students how to write
essays, etc?
  • Assessment MUST be directed at subject skills
  • Why bother writing essays, doing exam questions,
    etc. doesnt relate to needs or learning
    outcomes of subject
  • Post HND N-tier Assess the essays of the
    final year (last year)
  • Preparation/Research Judge knowledge against
    last years results .. Both marks comments
  • Mistake!!

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35
Marks Marking Difference Feedback Difference Mapping for MCQ Essays
5 lt4 lt2 90 - 100
4 lt8 lt4 80 - 89
3 lt12 lt6 60 - 79
2 lt16 lt8 40 - 59
1 lt20 lt10 20 - 39
0 20 or more 10 or more 0 - 19
Who benefited the most by doing this exercise?
Cured plagiarism?
36
Can peer-assessment benefit other subject areas?
  • Java Programming with Coursemarker
  • Stuart Lewis idea
  • Students create a solution to a programming
    assignment
  • Submission(s)
  • Peer-Evaluate other solutions
  • Comments Marks for Marking (weightings)

37
CM
Modula-2 Java C
CourseMarker
Computer Assisted Teaching and Assessment

STUDENT
TEACHER
CourseMarker Core
Exercise Developm. System
Student Exercise Environment
  • assignments
  • exercises
  • notes
  • questions

File Storage System
  • exercise setup
  • submission
  • edit
  • compile
  • link
  • run

feedback and mark
  • test methods
  • solution template
  • marking scheme

Marking System
Evaluation System
  • final mark
  • position in class
  • course statistics
  • course statistics
  • flagging-up of problem cases

immediate support
comments / questions
FEATURES
  • UNIX (Linux), Windows, Mac, based all
    platforms
  • Assessment of text I/O assignments only
    no marking of graphical output
  • remote student / teacher access distance
    learning, open all hours

Advantages / Disadvantages
TEACHER
STUDENTS
  • re-usability
  • automated marking
  • - fair
  • - frees time
  • plagiarism check
  • steep learning curve
  • difficult setup
  • (but its getting easier)
  • immediate feedback
  • fast support
  • additional
  • overheads

38
PeerMarker Screen
39
Student while marking
  • Exposure to different solutions
  • Development of critical evaluative skills
  • Useful experience of reading code for future
    employment situations
  • Plagiarism? Good solution / No understanding

40
Student while reviewing feedback from peers
  • Range of subjective marking
  • Confirmation of objective automated marking
  • Anonymous discussion between marker and marked

41
Current position
  • Test system working
  • Changes following beta test in progress
  • Plans to try sample study again (at a more
    convenient time, and with added rewards!)
  • Employ 2nd Placement Student
  • Graphical Interface

42
Some Points Outstanding or Outstanding Points
  • What should students do if they identify
    plagiarism?
  • Is it ethical to get students to mark the work of
    their peers?
  • Is a computerised solution valid for all?
  • At what age / level can we trust the use of peer
    assessment?
  • How do we assess the time required to perform the
    marking task?
  • What split of the marks between creation
    marking
  • BEST STORY

43
Contact Information
  • pdavies_at_glam.ac.uk
  • Phil Davies
  • School of Computing
  • University of Glamorgan
  • Innovations in Education Teaching International
  • ALT-J
  • CAA Conference site (excellent PDF resource)

44
Time for questions?
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