ALTC 2013 Writing Buddies
Parallel Session B2: Beverley Lawe, Jamie Tinney
Aim
• To share experience of the ‘writing buddy’ system trialled within Design & Technology Secondary Initial Teacher Training (ITT)
• To evaluate the benefits of pre-assignment activity which engages with assessment using Learning Outcomes with students
• To appraise the value of peer to peer review before submitting work for assessment
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The context
• Prior to 2013 the PGCE in secondary education was a Level 3 default course with the option of 60 credits at Masters Level with qualified teacher status (QTS).
• For September 2013 the course was revalidated and is now a PGDE with a default route of 120 Masters level credits and QTS.
• The intake in terms of degree awarded has not changed significantly 35% of the intake had a 2.2 degree this year compared to 45% in 2011/12.
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Attainment in recent years:
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2010/11 2011/12 2012/13 2013/14Success rate on 1st assignment
Level 316
Mlevel17
Level 316
Mlevel18
Level 313
Mlevel14
Level 33
Mlevel11
49% 51% 47% 53% 48% 52% 22% 78%
On the second assignment 66% passed at M level
So what did we do?
• Research suggests that when students are engaged in the assessment process they achieve better grades. PRICE, M. & O’DONOVAN, B (2006)
• We carried out an exercise in class where the students marked/assessed anonymous work submitted at M level from a previous cohort, using a GBA assessment grid created for that assignment.
• They did this with a partner so that they could discuss the work and engage with the criteria/LO’s use for assessment.
• We took feedback and further discussions ensued.
• Students then had an insight as to how we look for evidence against the LO’s
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Taking self-assessment further
• Each trainee was given a buddy
• The instructions were to use their buddy as an assessor prior to the assessment deadline and provide feedback to each other – this added another tier to the existing assessment & feedback plan.
• Further work was carried out in sessions where students were paired with their buddy (where possible) to encourage collaborative work.
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The first assignment
• Students worked on their first assignment before and whilst on school placement
• A reminder e-mail was sent to encourage them to use their buddy before the hand-in deadline.
• After the assignment had been submitted but before the next assignment was due in a ‘Survey Monkey’ was sent out to all the trainees in the cohort – several ‘chaser’ e-mails were sent to obtain a 75% response rate.
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Responses to survey questions
Why would you not use your buddy for the next assignment?
Conclusions:
• Uptake for the use of an assigned ‘buddy’ was low.
• As teachers of the future we would expect peer assessment to be part of their classroom practice –yet many are reluctant to be part of it themselves
• Those who did use their ‘Buddy’ found it beneficial
• The majority probably missed out on a useful experience
• Students probably need to choose their own ‘buddy’
• Work in class needs to reinforce the value of using a ‘buddy’ by modelling/encouraging good practice
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References:
• O’DONOVAN, B, PRICE, M & RUST, C 2004) Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9(3) pp. 325-335
• PRICE, M. & O’DONOVAN, B 2006 Improving Performance through enhancing student understanding of criteria and feedback. In BRYAN C. & CLEGG K. Eds. Innovative Assessment in Higher Education. Routledge. London.2006 pp.100-109
• http://bejlt.brookes.ac.uk/article/assessment_standards_a_manifesto_for_change/
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