Providing fair assessment with timely feedback for students is a difficult task with science laboratory classes containing large numbers of students. Such classes are usually assessed by short-answer questions (SAQs) centred on principles encountered in the laboratory. It has been shown recently that computer-assisted assessment (CAA) has several advantages and is well received by students. However, student evaluation has shown that this system does not provide suitable feedback. Thus, the authors introduced peer assessment (PA) as a complementary procedure. In October 2006, 457 students registered for a first-year practical unit in the Faculty of Life Sciences, University of Manchester. This unit consists of ten compulsory biology practical classes. The first four practicals were assessed using PA; the remaining six practicals were assessed by CAA and marked by staff or postgraduate student demonstrators. The reliability and validity of PA were determined by comparing duplicate scripts and by staff moderation of selected scripts. Student opinions were sought via questionnaires.
The authors show that both assessments are valid, reliable, easy to administer and are accepted by students. PA increases direct feedback to students, although the initial concerns of student groups such as mature and EU/International students need to be addressed using pre-PA training.
B. Kramer, A. Walker, and J. Brill. Educational Technology Research & Development, 55 (5):
527-543(October 2007)M3: Article; Accession Number: 26444440; Kramer, Barry 1; Email Address: bsk4@lehigh.edu Walker, Andrew 2; Email Address: andy.walker@usu.edu Brill, Jennifer 3; Email Address: jmbrill@vt.edu; Affiliation: 1: Lehigh University , 2099 Country Club Drive Doylestown 18901 USA 2: Utah State University , 2830 Old Main Hill Logan 84322-2830 USA 3: Virginia Polytechnic Institute and State University , 300D War Memorial Hall (0313) Blacksburg 24061 USA; Source Info: Oct2007, Vol. 55 Issue 5, p527; Subject Term: COMPUTER-assisted instruction; Subject Term: PROJECT method in teaching; Subject Term: COLLABORATIVE learning; Subject Term: INFORMATION & communication technologies; Subject Term: TEACHING methods; Subject Term: EDUCATIONAL surveys; Author-Supplied Keyword: Delphi study; Author-Supplied Keyword: ICT; Author-Supplied Keyword: Project-based learning; Author-Supplied Keyword: Telecollaboration; Number of Pages: 17p; Illustrations: 3 charts, 1 graph; Document Type: Article.