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Computerised Peer-Assessment that supports the rewarding of evaluative skills in Essay Writing (C.A.P.) & Programmin

Computerised Peer-Assessment that supports the rewarding of evaluative skills in Essay Writing (C.A.P.) & Programming (Coursemarker). Phil Davies & Stuart Lewis School of Computing University of Glamorgan. Need for Assessment?.

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Computerised Peer-Assessment that supports the rewarding of evaluative skills in Essay Writing (C.A.P.) & Programmin

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  1. Computerised Peer-Assessment that supports the rewarding of evaluative skills in Essay Writing (C.A.P.) & Programming (Coursemarker) Phil Davies & Stuart Lewis School of Computing University of Glamorgan

  2. Need for Assessment? • As tutors we are trying to “separate” the sheep from the goats via the assessment process. • This can often be difficult with the time constraints imposed on tutors, in what Chanock describes as “more goat-friendly times” (Chanock, 2000). • Problem …. Feedback against time!

  3. Defining Peer-Assessment • In describing the teacher .. A tall b******, so he was. A tall thin, mean b******, with a baldy head like a lightbulb. He’d make us mark each other’s work, then for every wrong mark we got, we’d get a thump. That way – he paused – ‘we were implicated in each other’s pain’ McCarthy’s Bar (Pete McCarthy, 2000,page 68)

  4. What functionality do we require in a computerised peer-assessment system? • Method to Peer-Mark & COMMENT • Method to allow students to view comments • Method to permit conversation anonymous • Method to take into account high/low markers … Fair to all • Method to Qualitatively Assess marking & commenting processes (higher order skills) • Method to permit a student to make comments that are understandable (framework) to them and owner • Security / Recognise and Avoid Plagiarism / Flexibility

  5. AUTOMATICALLY EMAIL THE MARKER .. ANONYMOUS

  6. Must be rewarded for doing the ‘mark for marking’ process .. Based on quality • How to judge? • Standard of expectation (self-assessment) • Marking consistency • Commenting, quality, measure against mark • Discussion Element • Need for additional comments – black mark? • Reaction to requests / further clarification

  7. Feedback Index • Produce an index that reflects the quality of commenting • Produce an average feedback index for an essay (also compensated?) • Compare against marker in a similar manner to marks analysis • Where does this feedback index come from and is it valid?

  8. CAA Conference 2003 Future Work • It should be noted that students marking work only tend to use a subset of these comments. • From their feedback have a different regard to the weighting of each of the comments with respect to their commenting on the quality of an essay.

  9. Exercise • I think you’ve missed out a big area of the research • You’ve included a ‘big chunk’ that you haven’t cited • There aren’t any examples given to help me understand • Grammatically it is not what it should be like • Your spelling is atroceious • You haven’t explained your acronyms to me • You’ve directly copied my notes as your answer to the question • 50% of what you’ve said isn’t about the question

  10. Each Student is using a different set of comments … these new weightings MAY give a better feedback index? Currently being evaluated

  11. Is it my job to teach students how to write essays, etc? • Assessment MUST be directed at subject skills • Why bother writing essays, doing exam questions, etc. … doesn’t relate to needs or learning outcomes of subject • Post HND … N-tier … Assess the essays of the final year (last year) • Preparation/Research: Judge knowledge against last year’s results .. Both marks & comments • Mistake!!

  12. e.g. a group of marking differences +4, -22, +16, -30, +8, +12 would result in an average difference of -12 / 6 = -2 (taking 0 as the expected difference). The absolute differences from this value of -2 are 6, 20, 18, 28, 10, 14. This gives an average consistency valuation of 13 (96/6). This shows a poor consistency by this marker. Compare this with a student whose marks produced were +4, -4, -10, -8, 6, 0. The average difference for this marker is again -2 (-12/6). The absolute differences from this value however are 6, 2, 8, 6, 8, 2. This gives a consistency valuation of 5.33 (32/6). This student deserves much more credit for their marking even though the average standard deviation of the two sets of markings was the same. The fact that a student always high or low marked is now removed as it is the absolute difference that is being compared.

  13. Who benefited the most by doing this exercise? • Cured plagiarism?

  14. Can the same principles be applied in other subject areas? • Java Programming with Coursemarker • Stuart Lewis’ idea • Students create a solution to a programming assignment • Submission(s) • Peer-Evaluate other solutions • Comments … Marks for Marking (weightings)

  15. Modula-2 Java C CourseMarker CM Computer Assisted Teaching and Assessment STUDENT TEACHER CourseMarker Core Exercise Developm. System Student Exercise Environment • assignments • exercises • notes • questions • exercise setup • submission File Storage System • edit • compile • link • run feedback and mark • test methods • solution template • marking scheme Marking System Evaluation System • final mark • position in class • course statistics • course statistics • flagging-up of ‘problem cases’ immediate support comments / questions FEATURES • UNIX (Linux), Windows, Mac, based all platforms • Assessment of text I/O assignments only no marking of graphical output • remote student / teacher access distance learning, open all hours Advantages / Disadvantages STUDENTS TEACHER • re-usability • automated marking • - fair • - frees time • plagiarism check • steep learning curve • difficult setup • (but it’s getting easier) • immediate feedback • fast support • additional • overheads

  16. PeerMarker Screen

  17. Student while marking • Exposure to different solutions • Development of critical evaluative skills • Useful experience of reading code for future employment situations • Plagiarism? … Good solution / No understanding

  18. Student while reviewing feedback from peers • Range of subjective marking • Confirmation of objective automated marking • Anonymous discussion between marker and marked

  19. Current position • Test system working • Changes following beta test in progress • Plans to try sample study again (at a more convenient time, and with added rewards!) • Employed 2nd Placement Student • Graphical Interface

  20. Some Points Outstanding or Outstanding Points • What should students do if they identify plagiarism? • Is it ethical to get students to mark the work of their peers? • Is a computerised solution valid for all? • At what age / level can we trust the use of peer assessment? • How do we assess the time required to perform the marking task? • What split of the marks between creation & marking • BEST STORY

  21. Contact Information • pdavies@glam.ac.uk • sflewis@glam.ac.uk Phil Davies / Stuart Lewis School of Computing University of Glamorgan • Innovations in Education & Teaching International • ALT-J

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