If you are thinking of getting your students involved in marking each others work, then here’s how to get everyone starting off on the right foot.
Peer marking involves students assessing the work or contribution of other students, often as part of a group work task, reflecting on their own efforts and that of their peers. Peer marking engages students in the learning process, helps develop their evaluative judgement and can make group work fairer.
Types of peer marking
Two main types of peer marking are commonly used:
- Marking the work produced by peers, such as document or presentation performance.
- Rating the contribution of team members in group work.
Depending on the purpose of the activity and the tools used the feedback provided by peers may include numeric grades and comments.
Note the MQ Assessment policy (Procedure) places weighting limits on group work/marks (See procedure, clauses 22-25).
Assessment procedure : Seventy percent of the total available mark for a unit must be attributable to individual student performance. That means a group task/s weighted 30 percent or less can be assessed as a group and assigned a group mark only. However, if a group task is weighted more than 30 percent, or there are multiple group tasks that sum to more than 30 percent, sufficient marks must be attributable to the individual student to ensure that 70 percent of the total available mark for a unit remains attributable to individual student performance.
Scaffolding and guiding students
Start by outlining to students the value of peer marking in developing professional judgement and make it clear how the tasks being assessed align to the unit learning outcomes.
Students also need guidance on the practice of peer marking, including:
- Etiquette for peer marking: Ask students to provide suggestions for improvement rather than just pointing out flaws. They should focus on the work rather than the person or time spent. Note: The quality of effort may be relevant when rating team member contributions.
- Criteria to be used for evaluation: Criteria represent the characteristics of the outcomes, product or performance that is sought. This clarifies what peer markers are seeking in a response.
- Measuring performance: Performance standards are descriptions of quality as it applies to each criteria at each grade level. This is how peer markers can recognise how well it was done.
To help peer markers understand how the above applies to the specific assessment task you can:
- Hold an in-class or online discussion about what they should be looking for and how they should frame their peer feedback comments.
- Provide examples of work that represent performance at varying levels (e.g. fail, pass, distinction).
- Conduct a mock marking activity with students. An example is below that can adapted as needed.
Try setting up a two phase mock marking activity
This activity will help students understand the criteria and standards being used to evaluate the task and to reinforce their significance.
- Provide the class with an un-marked example of work.
- Without reference to criteria or standards, have each student assign a mark. Have students indicate the mark (you could use an e-polling tool) and ask students for their justification.
- You will observe a wide distribution of assigned marks. Hold a discussion with students on possible criteria and standards.
- Optional: use the discussion outcomes to jointly formulate the criteria and standards – with teacher moderation.
- Provide students with the criteria and standards. Discuss in class the meaning of the criteria and standards in terms of the specific task being marked. Have students repeat the marking exercise and indicate their marks and justifications again.
- Observe a narrower distribution of assigned marks. Hold another discussion regarding the differences between the two rounds and the role of criteria and standards in directing their peer marking and feedback commentary.
Peer marking tools at Macquarie
The following digital tools, available at Macquarie, can facilitate peer marking:
|Purpose and features of the tool
|Various Survey tools
|Tools such as iLearn Questionnaire Module, Qualtrics, Google forms or MS forms can be used to create custom feedback forms. These require manual setup and listing of groups/peers in a question item. Peer ratings don’t flow to iLearn Gradebook.
|iLearn Forum or Blog *
|iLearn Blog and Forums allows for peer feedback on submissions, or simple rating on forum posts (if enabled). Peer ratings don’t flow to iLearn Gradebook.
To set up a peer review process using groups and forums, e.g., for small groups of students (3 or 4 each) to exchange papers and peer review comments see these instructions.
View the quick guides for for iLearn forum and Blog.
|iLearn Media Activity *
|The iLearn Media Collection Activity tool allows for peer feedback and simple rating of media submissions such as videos. Students are able to view other student/groups galleries and like/comment on them if those features are enabled.
Peer results don’t flow to iLearn Gradebook. View the quick guide for a Media Collection Activity.
|iLearn Database *
|The iLearn Database activity allows students to contribute to a database of items that peers can review and then comment on, or rate submissions.
Requires manual setup of the database structure. Peer results don’t flow to Gradebook.
See the quick guide for creating a database activity.
|Turnitin Peer Mark
|Peers can evaluate the work produced by others via teacher provided criteria.
Requires manual transfer to iLearn Gradebook.
This 12 minute video (La Trobe) shows how it can be used.
These instructions show how to set up a Turnitin Peer Mark assignment.
See also these Turnitin quick guides.
|iLearn Workshops is a collaborative activity which allows for self and peer evaluation of the work produced by others via teacher provided criteria. Projects within Workshop can be peer graded, teacher graded or a combination of both. Use requires following steps and some caveats (e.g., it is unable to handle a mid-process change to the groups).
Peer results do flow to iLearn Gradebook.
See the quick guide for creating a peer-review activity using Workshops.
|Team Eval (within iLearn)
|The Team Evaluation tool asks each team member to assess their own and each other’s contribution to the group activity and then scales the group grade up or down for each member of the group to reflect their individual level of contribution. The teacher sets up the questionnaire to reflect the criteria. Results do flow to iLearn Gradebook.
See these Quick guides to set up Team Evaluation.
* Note: When using these iLearn tools, student contributions and peer comments are visible to all students in a unit unless “groups and grouping” settings are used. Refer to the iLearn Groups and Grouping Quick guide.
Explore this topic further
- Review the MQ Assessment Policy, in particular the Assessment Procedure sections 22-25 Group Tasks and Groupwork
- iLearn Quick guides – Step by step guides for anything you need to do within iLearn
- iLearn Groups – How to set up and manage groups and group access in iLearn
- Quick guide: Constructive Alignment (what it is)
- Quick guide: Unit Assessment (defining it)
- Quick guide: Learning Outcomes (writing them)
- Designing peer evaluation that promotes collaborative learning. Video resource that also covers using Turnitin Quick Marks to reduce time spent marking and for identifying knowledge gaps in a student group.
Over to you
How are you managing peer marking? What tools are you using to manage it? What works/doesn’t work? Let us know by leaving a comment below or email firstname.lastname@example.org
Acknowledgments: PLaCE Team, Learning & Teaching SWAT Community.
Banner image: New Africa on Shutterstock
Kama wewe ni kufikiri ya kupata wanafunzi wako kushiriki katika kuashiria kila mmoja kazi, basi hapa ni jinsi ya kupata kila mtu kuanzia juu ya mguu wa kulia. Peer marking ni hatua ya wanafunzi kuchunguza kazi au mchango wa wanafunzi wengine, mara nyingi kama sehemu ya kazi ya kikundi, kutafakari juu ya juhudi zao wenyewe na zile za wenzao. Peer marking inahusisha wanafunzi katika mchakato wa kujifunza, husaidia kuendeleza uamuzi wao wa tathmini na inaweza kufanya kazi ya kikundi kuwa sawa. Aina mbili za alama za wenzao ni kawaida kutumika: - Kuashiria kazi zinazozalishwa na wenzao, kama vile hati au maonyesho ya maonyesho. - Rating mchango wa wanachama wa timu katika kazi ya kundi. Kulingana na kusudi la shughuli na zana kutumika maoni zinazotolewa na wenzao inaweza ni pamoja na alama za tarakimu na maoni. "Kumbuka: ""MQ Assessment Policy (Procedure) "" huweka mipaka ya uzito kwenye alama za kazi za kikundi (Tazama utaratibu, kifungu 22-25)." Utaratibu wa tathmini: Asilimia sabini ya jumla ya alama inapatikana kwa kitengo lazima kuwa attributable kwa utendaji wa mwanafunzi binafsi. Hii inamaanisha kwamba kazi ya kikundi yenye uzito wa asilimia 30 au chini inaweza kutathminiwa kama kikundi na kupewa alama ya kikundi tu. Hata hivyo, ikiwa kazi ya kikundi ina uzito zaidi ya asilimia 30, au kuna kazi nyingi za kikundi ambazo zina jumla ya zaidi ya asilimia 30, alama za kutosha lazima ziwe za mwanafunzi binafsi ili kuhakikisha kwamba asilimia 70 ya alama ya jumla inayopatikana kwa kitengo inabaki kuwa ya utendaji wa mwanafunzi binafsi. Kuongoza na kuongoza wanafunzi: Anza kwa kuelezea kwa wanafunzi thamani ya alama ya wenzao katika kuendeleza uamuzi wa kitaaluma na kueleza jinsi kazi zinazochunguzwa zinavyohusiana na matokeo ya kujifunza ya kitengo. Wanafunzi pia wanahitaji mwongozo juu ya mazoezi ya alama ya wenzao, ikiwa ni pamoja na: - Adabu ya alama ya wenzao: Waulize wanafunzi kutoa mapendekezo ya uboreshaji badala ya kuelekeza tu kasoro. Wanapaswa kukazia fikira kazi badala ya mtu au wakati unaotumiwa. Kumbuka: Ubora wa juhudi inaweza kuwa muhimu wakati wa rating mchango wa wanachama wa timu. - Vigezo kutumika kwa ajili ya tathmini: Vigezo kuwakilisha sifa ya matokeo, bidhaa au utendaji kwamba ni walitafuta. Hii inaeleza nini alama za wenzao wanatafuta katika majibu. - Kupima utendaji: viwango vya utendaji ni maelezo ya ubora kama inatumika kwa kila vigezo katika kila ngazi ya darasa. Hii ni jinsi markers wenzao wanaweza kutambua jinsi vizuri ilifanywa. Ili kuwasaidia alama za wenzao kuelewa jinsi ya hapo juu inatumika kwa kazi maalum ya tathmini unaweza kufanya: - Shikilia majadiliano ya darasa au mtandaoni kuhusu nini wanapaswa kuangalia na jinsi wanapaswa frame maoni yao ya maoni ya wenzao. - Kutoa mifano ya kazi ambayo kuwakilisha utendaji katika ngazi mbalimbali (kwa mfano kushindwa, kupita, tofauti). - Kufanya mock marking shughuli na wanafunzi. Mfano ni chini ambayo inaweza kubadilishwa kama inahitajika. Jaribu kuanzisha shughuli ya marekebisho ya hatua mbili: Shughuli hii itasaidia wanafunzi kuelewa vigezo na viwango vinavyotumiwa kutathmini kazi na kuimarisha umuhimu wao. - Kutoa darasa na mfano unmarked ya kazi. - Bila kurejelea vigezo au viwango, mwambie kila mwanafunzi apate alama. Kuwa na wanafunzi kuonyesha alama (unaweza kutumia e-upigaji kura chombo) na kuuliza wanafunzi kwa ajili ya haki yao. - Utaona usambazaji mkubwa wa alama zilizopewa. Kuanzisha mazungumzo na wanafunzi kuhusu vigezo na viwango vinavyowezekana. - hiari: kutumia matokeo ya majadiliano kwa pamoja kutunga vigezo na viwango <unk> na mwalimu moderation. - Kutoa wanafunzi na vigezo na viwango. Kuzungumzia katika darasa maana ya vigezo na viwango katika suala la kazi maalum kuwa alama. Waulize wanafunzi warudie zoezi la kupima na waonyeshe alama zao na sababu zao tena. - Angalia usambazaji mdogo wa alama zilizopewa. Kuanzisha mazungumzo kuhusu tofauti kati ya duru mbili na jukumu la vigezo na viwango katika kuelekeza alama zao za wenzao na maoni ya maoni. Vifaa vya Peer Marking katika Macquarie: Vifaa vifuatavyo vya dijiti vinavyopatikana katika Macquarie vinaweza kuwezesha Peer Marking: Malengo na Vipengele vya chombo: Vifaa mbalimbali vya Utafiti: Vifaa kama vile iLearn Questionnaire Module, Qualtrics, Fomu za Google au Fomu za MS zinaweza kutumiwa kuunda fomu za maoni. Hizi zinahitaji kuanzisha mwongozo na orodha ya makundi / wenzao katika suala la swali. Peer ratings si mtiririko kwa iLearn Gradebook. "Kama ""iLearn"" ni ""forum"" au ""blog"" ya wavuti, ni rahisi kupata maoni ya wenzao juu ya machapisho, au kiwango rahisi kwenye machapisho ya jukwaa (ikiwa imewezeshwa)." Peer ratings si mtiririko kwa iLearn Gradebook. Kuanzisha mchakato wa ukaguzi wa wenzao kwa kutumia makundi na vikao, kwa mfano, kwa makundi madogo ya wanafunzi (kila mmoja 3 au 4) kubadilishana karatasi na maoni ya ukaguzi wa wenzao, angalia maagizo haya. Kuangalia miongozo ya haraka kwa ajili ya iLearn jukwaa na Blog. ILearn Media Activity - iLearn Media Collection Activity - ni chombo cha uandishi wa habari cha iLearn ambacho kinatoa maoni ya wenzao na kiwango rahisi cha uwasilishaji wa vyombo vya habari kama vile video. Wanafunzi wanaweza kuona wanafunzi wengine au makundi makumbusho na kama au maoni juu yao kama vipengele hivyo ni kuwezeshwa. Matokeo ya wenzao hayaendi kwenye iLearn Gradebook. Angalia mwongozo wa haraka kwa ajili ya Media Mkusanyiko Shughuli. "Kutumia ""iLearn Database"" ni njia ya kujifunza ambayo wanafunzi wanaweza kushiriki katika orodha ya vitu ambavyo wenzao wanaweza kukagua na kisha kutoa maoni juu ya, au kiwango cha kuwasilisha." Inahitaji kuweka mkono wa muundo wa database. Matokeo ya wenzao hayaendi kwenye Gradebook. Angalia mwongozo wa haraka kwa ajili ya kujenga shughuli ya hifadhidata. <p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p><p>< Inahitaji uhamisho wa mwongozo kwa iLearn Gradebook. Video hii ya dakika 12 inaonyesha jinsi ya kuitumia. Maagizo haya kuonyesha jinsi ya kuanzisha Turnitin Peer Mark mgawo. Angalia pia hizi Turnitin mwongozo wa haraka. ILearn Workshops ni shughuli ya ushirikiano ambayo inaruhusu kwa ajili ya kujitegemea na wenzao tathmini ya kazi zinazozalishwa na wengine kupitia mwalimu zinazotolewa vigezo. Miradi ndani ya Warsha inaweza kuwa rika graded, mwalimu graded au mchanganyiko wa wote wawili. Matumizi inahitaji kufuata hatua na baadhi ya caveats (kwa mfano, ni haiwezi kushughulikia katikati ya mchakato mabadiliko ya makundi). Matokeo ya wenzao huingia katika kitabu cha iLearn Gradebook. Angalia mwongozo wa haraka kwa ajili ya kujenga shughuli ya ukaguzi wa wenzao kwa kutumia Warsha. Timu Eval (ndani ya iLearn) - Timu Timu Tathmini chombo anauliza kila mwanachama wa timu kutathmini yao wenyewe na kila mmoja mchango kwa shughuli ya kundi na kisha scales kundi daraja juu au chini kwa kila mwanachama wa kundi ili kuonyesha ngazi yao ya mtu binafsi ya mchango. Mwalimu huweka maswali ili kutafakari vigezo. Matokeo ya masomo ya iLearn Angalia hizi Miongozo ya haraka kuanzisha Tathmini ya Timu. * Kumbuka: Wakati wa kutumia zana hizi iLearn, mchango mwanafunzi na maoni wenzao ni kuonekana kwa wanafunzi wote katika kitengo isipokuwa <unk>makundi na makundi<unk> mipangilio ni kutumika. Angalia iLearn Vikundi na Grouping Quick mwongozo. "Kuchunguza zaidi juu ya mada hii: Tazama sera ya tathmini ya MQ, haswa sehemu za 22-25 za utaratibu wa tathmini: ""Jukumu la Kikundi na Kazi ya Kikundi"" - ""Mwongozo wa haraka wa hatua kwa hatua kwa chochote unachohitaji kufanya ndani ya iLearn - ""Kupanga na kusimamia makundi na ufikiaji wa kikundi katika iLearn"" - ""Mwongozo wa haraka: Utaratibu wa Ujenzi (ni nini) - Mwongozo wa haraka: Tathmini ya Kitengo (kufafanua) - Mwongozo wa haraka: Matokeo ya Kujifunza (kuandika)." Video ya mafunzo ya Turnitini Quick Marks: Jinsi ya kupunguza muda wa kuweka alama na kutambua mapungufu ya maarifa katika kikundi cha wanafunzi Jinsi gani unaweza kusimamia Peer Marking? Ni vifaa gani unavyotumia kuisimamia? Ni nini kinachofanya kazi au kisichofanya kazi? Tafadhali tuambie kwa kuacha maoni hapa chini au barua pepe firstname.lastname@example.org Shukrani: Timu ya PLACE, Kujifunza na Kufundisha SWAT Jumuiya. Picha ya Banner: Afrika Mpya kwenye Shutterstock