Peer feedback - Paul McLaughlin
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Transcript of Peer feedback - Paul McLaughlin
Peer Feedback in Groups for
Individual Submissions
School of Biological Sciences
What it means
Group B-1
Group B
Group A-2
A-1
A-2
B-1
B-2
Group A-1
Group A
Group B-2
Tutor
Prior to class
(individual submission)
In class
(group marking
of other group’s
Submissions)
What question does it address?
Why is it important?
What did we do
Group B-1
Group B
Group A-2
A-1
A-2
B-1
B-2
Group A-1
Group A
Group B-2
Tutor
Prior to class
(individual submission)
In class
(group marking
of other group’s
Submissions)
Q1 Qn
Instance Session
Establish groups
Swap groups
Mark groups
Send back work
Students Do Assignment
Marking Session
Q1 Qn
Graph
Text
Text
Q1
Feedback 1
Feedback n
marks
For 1 to No of Questions
For 1 to No in Group
EndDo
EndDo
Q1 Qn
Feedback 1
Feedback n
Feedback 1
Feedback n
marks marks
Author Assignment
QMP
Author Feedback
QMP
How do we do it?
What did the students think?
What did the students think?
What did the students think?
“The bit I liked is that you didn’t just have to be just you: it was
everyone and it made you think of what other people think of
answers; because my line of thought about someone who
answered a question differently to how I answered was that it
might be wrong; but when someone explains it to you and when
we talk it through it gets far more meaning and you understand it
better and I understand the different ways you can answer
questions far more.”
“There were lots of examples of ways to get it wrong
as well You can see how a lot of people waffle in their
answers. We can tell what is waffly and what is
straight to the point. I think that was the best”
What did I think?
How will we develop it?
Perspectives
Acknowledgments
• Principal’s Teaching Award Scheme
• Peter Ng (author)
• Mark Findlay (help with QMP)