Educators have experienced significant challenges managing assessment processes over the last two years, particularly when converting in-person interactive and group-based activities to an online format. This was of immediate concern during the initial stage of the Covid-19 pandemic, when rapid interim measures for online assessment were introduced without the benefit of prior planning and design. As we emerge from the emergency phase of the pandemic, it appears there will be lasting changes to delivery and assessment in higher education, involving many more hybrid and blended solutions. This paper discusses how an on-campus peer feedback assessment process for Mathematics has been converted to a digital format to facilitate flexible modes of delivery either on-campus or online. A weekly paper-based peer-feedback process had been previously established in our large (160+) first-year mathematics module for aerospace, mechanical and product design engineering students. The new process involves weekly submission of work through the university Virtual Learning Environment (VLE), Canvas. Students then attend a “feedback session”, either on campus or online, where they are shown model video solutions for selected questions. Each piece of submitted work is anonymously assigned three peer markers who complete a rubric and provide comments on each piece of work. After each session, students complete a reflective journal, considering their work over the week and the comments that they have received. Engagement with the process has been excellent, and the quality of feedback given to peers in the online process is superior to those provided in the paper-based system.
|Publication status||Accepted - 01 Apr 2022|
|Event||SEFI Annual Conference 2022 - Universitat Politècnica de Catalunya, Barcelona, Spain|
Duration: 19 Sep 2022 → 22 Sep 2022
|Conference||SEFI Annual Conference 2022|
|Period||19/09/2022 → 22/09/2022|