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Peer Assessment using the Survey tool

Peer Assessment using the Survey tool. Jeremy Aitken Blended Learning Designer Dr Xiangdong Liu School of Humanities and Communication Arts. Outline of this presentation. Distinction of the peer assessment task (Unit: Introduction to Interpreting) Preparation Steps of the task

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Peer Assessment using the Survey tool

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  1. Peer Assessment using the Survey tool Jeremy Aitken Blended Learning Designer Dr Xiangdong Liu School of Humanities and Communication Arts

  2. Outline of this presentation • Distinction of the peer assessment task (Unit: Introduction to Interpreting) • Preparation • Steps of the task • Problems encountered • Feedback from the students • Q&A advice and suggestion

  3. 1. Special requirements for interpreting Oral task Sound files Real time ↓ Onlinepeer assessment of interpreting tasks The first attempt in this area.

  4. 2. Preparing for the tasks • Seeking advice from other colleagues (Thank you Gina and Mariya!) • Preparing the students • Explanations in lecture time, by emails, a short video and a trail “Dummy run” (from English into LOTE) • Set up the tasks • To avoid collusion • To be real time • Tutors mark the submissions • Grouping the students • Re-upload the sound files

  5. Content of the assessment This assessment has two parts: Part I - Sight translation from LOTE into English Part II – Online peer marking and reflective comments on own work Students are required to complete both Parts in order to receive a mark.

  6. Dear students, Part 1 of the online assessment – sight translation into English will be available between 19:00-19:30 on Thursday, 12 September 2013. Students are required to use any 20 minutes within this half hour to complete the task. Please be advised that learning from issues detected from the trail, students need to download the source text from and submit their recordings to an Assignment Box on the vUWS site. An updated video explaining this minor change is available on the folder of xxx. Students are strongly suggested to watch this video before Thursday, 12 September. On the evening of Thursday 12 September, students should follow the following steps: • Make sure that your printer is connected and working properly. • Make sure that your digital recording device (i.e. mobile phone, iPad, PC etc.) is fully charged and ready to record your interpreting. • Open the file at 19:00 (or between 19:00-19:10), and print the LOTE text out. • Read the text for 3 minutes. (You need to analyze the text while you are reading, e.g. use underlines, marks, numbers, etc.) • Start recording immediately after the 3-minute reading time. • Save your recording to your computer and submit it * Make sure you complete steps 3,4,5 and 6 within 20 minutes. As written in the Unit Learning Guide, this assessment has a second part – peer marking, which has been scheduled for Week 8. To avoid any possible confusion, I will send you the instructions for the second part by another email on Monday next week. Let’s concentrate on the first part now. All the best, Xiangdong Liu Unit Coordinator

  7. STEP 1 - Students download pdf then submit audio file

  8. STEP 2- Rubric introduced in lecture

  9. STEP 3 – Groups of 3 set up

  10. STEP 3 (cont) – Students find group

  11. STEP 4 – Students assess 3 audio files using anonymous BB survey tool

  12. STEP 5 – Discussion and evaluation

  13. STEP 5 – Evaluation questionnaire

  14. 6. Feedback from the students Question 1. The sight translation peer assessment activity was very useful to me

  15. Question 2: What did you learn as a result of the peer assessment sight translation exercise • I have learnt what makes a good sight translation such as fluency, intonation, grammar, pronunciation. Sometimes, even confidence of an interpreter is critical. Additionally, it gives a chance to learn from my peers. Some of them did very good sight translation based on the elements I just mentioned. • I can find out what should I improve and what should I learn from my classmates. • I can find my inadequacies when compare with other students' assessment, and I can learn other good way to interpret a sentence or a paragraph which I did not perform well from other students. • By objectively judging their interpreting, it helps me to realise better some important issues that I need to bear in mind in my own interpreting and for my future practise. • When Ilisten to other students recording, I would be able to recognise the problems. It can help me to avoid mistakes that other students made.  • When I assess other students works, I can learn some skills and strategies from others. • I learnt to pay attention to the  voice, pitch, tone, hesitations.  concentrate more on the accuracy of content, vocabulary and using the correct terminolgy also i should not do make any additions or omissions.

  16. The same task will be repeated again next semester. • Next: consecutive interpreting tasks

  17. Advice, suggestions and comments please Thank you.

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