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March 16 @ 12:00 pm - 1:00 pm
Rabeya Khatoon (Senior Lecturer in Economics) : How simple incentives can improve participation in peer assessment
The literature on peer assessment points to the struggle of engaging students with assessment and suggested various incentives for participation, such as marking reward (e.g. Chevalier, Dolton, and Lührmann 2018), grade loss (e.g. Gillanders, Karazi, and O’Riordan 2020), and grading the reviewer based on the quality of their review (e.g. Gamage et al. 2017). Based on Khatoon and Jones (2021) and Khatoon, Saygin, Sievertsen, and Simion (work in progress, 2022), I’ll present a couple of examples where simple incentives such as the conditional release of additional material or a pass/fail minimum attempt arrangement can boost student participation in peer assessment.
Becky Selwyn (Senior Lecturer in Mechanical Engineering): Tips for designing and implementing peer feedback
Professional engineers require strong written communication skills, which must be developed during the course of an engineering degree. We use a scaffolded process to support ~650 students in a 1st year unit learning to write technical reports, with students receiving feedback on each assignment to feedforward into the following assignments. Staff feedback is usually ineffective as it is often poorly understood or ignored by students. We developed a peer feedback process to help students engage with the assessment criteria and critically reflect on both the work of their peers and their own work, with the hopes of improving engagement and improving student performance in the final assessment. I’ll present our experiences so far, including what hasn’t worked, some student perceptions, and some top tips that we have picked up along the way.
Stefania Simion (Lecturer in Economics): Gender differences in peer feedback behaviour
Short summary: Peer feedback, where students provide feedback on other students’ work, is increasingly used in higher education (Huisman, Saab, van Driel, and van den Broek, 2018). We know from other settings that performance feedback suffers from gender biases on the recipient and that this bias depends on the gender of the sender (Mengel, Sauermann, and Zölitz, 2019). My presentation will focus on a group of undergraduate students, who engage with peer feedback for a mandatory unit. In particular, I will discuss our up to date findings on gender differences in peer feedback behaviour (based on Khatoon, Saygin, Sievertsen and Simion – work in progress, 2022).
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Registration closes at 11am on 16th March