Sharing the practice of self and peer assessment: Dr Karen Young
Dr Karen Young is a lecturer in SEBE and is the unit chair in a number of Work Integrated Learning placement units. She has been innovative in her teaching practice for aiming to incorporate (formative) self and peer assessment and feedback design into her teaching in order to prepare students for formal performance reviews and informal competency based discussions that occur with their host organisation supervisors during placement. Karen reports that students provide the following summaries of learning during the post-exercise reflection wrap up:
- Have a greater awareness of the criterion and levels for the GLOs: Team work and Communication (interpersonal).
- Learn more by giving feedback than receiving feedback.
- Feedback doesn’t have to be quantitative to be worthwhile, but knowing the ‘score/level’ of performance is still really important.
Here, she shares how she has conducted the self and peer evaluation and feedback within her units along with the foundational rubrics used to guide the exercise.
- Dr Karen Young Self and Peer assessment process 15 kb (.docx)
- A sample rubric for teamwork and communication
Chie: ‘Do you think self and peer assessment and feedback is of value to student learning?’
Karen: ‘Absolutely!’ The tricky part is making it scalable.
The top tips from Karen (in successfully designing and implementing self and peer assessment) are:
- Be brave – Give it a go and explain the ‘not perfect’ nature of the activity to the students.
- Be quietly assertive – the flipped classroom means I am often only one baby step ahead of the students, but take confidence in your depth of content knowledge and the professional practice will flow.
- Keep it real – this exercise works as it is designed to prepare students for an assessment item as well as the process of feedback and performance review in the real world (high authenticity and high proximity).