Winning the crowd vote Approaches to peer assessment in undergraduate popular music performance

1. Winning the crowd vote Approaches to peer assessment in undergraduate popular music performance

2. Sheffield Hallam University • Research Forum • 29th April 2002 • Mark Pulman • Winning the crowd vote • Approaches to peer assessment in undergraduate popular music performance • Peer assessment of group musical performance • Introducing peer assessment on BA (Popular Music Studies) at Barnsley College • The research project • Comments, questions, discussion

3. Peer Assessment in educational literature… Perceived benefits to students: Improvements across a range of skills,e.g: transferable,listening,group-work Feedback was speedy, effective and delivered over large groups of students Learning behaviour was moderated and performance improved Motivation and enthusiasm increased Student ownership of the assessment process Self-confidence, understanding, reflection and intellectual development Perceived benefits to staff: Increased opportunities to monitor student progress Improvements to the marking systems Improved relationships with students

4. Why use peer assessment in popular music music group performance? • the character of the medium • the desirability of using peer assessment to identify individual • contributions to group work • the desirability of involving students in the ownership of the • assessment process • the potential for improving students’ learning behaviour • the consistency of assessment agreements • the evidence from other curriculum areas

5. Introducing peer assessment onto our performance modules………… using ‘best practice’ • Peer assessment is best introduced at or near the beginning of the students’ course, i.e., in their first year. • Ensure that marks which may be awarded through peer assessment are not given an exaggerated weighting within the total marking scheme., particularly if the peer-assessed element counts significantly towards a student’s final degree classification. • Inform students of the process • Use a moderation procedure • Introduce it gradually

6. Approaches to Peer Assessment • ‘Inter-Peer’ Assessment • students assess other students • ‘Intra-Peer’ Assessment • students assess other students with whom they have been working

7. Research Questions • What is the desirability of identifying individual contributions to collaborative group work? • What changes in learning behaviour can be identified in groups who are subject to peer group assessment? • To what extent are inter-peer assessments • of band performances consistent?

8. 2000-2001 Module % Assignment summary Assessment methods Induction Project Advisory mark given A cover version of any song Tutor assessed Themed set 25% A 3-song themed and segued set performed at a local pub Inter-peer assessment by BA3 Vocal harmony 25% The performance of a song arranged for at least 3 vocalists Tutor assessed Intra-peer assessment within each band Busking 25% Provide busking entertainment for Barnsley Spring Festival Tutor assessed Tribute night 25% Create a 3-song tribute act to an artist or band Inter-peer assessed by BA2 Intra-peer assessed within each band Extended Degree Assessment Plan 2000-01 &2001-02

9. Assessment Criteria generated by BA1 (for December 2000 Assignment 2 ‘Christmas Party’) Entertainment value Enthusiasm Flow and continuity Musicality Presentation Professionalism Tightness Audience communication

10. Band Panel A Mark Tutor Mark Agreed Mark 1 14 13 14 2 9 11 9 3 8 10 8 4 15 14 15 5 5 7 5 6 8 10 8 Panel B Mark Tutor Mark Agreed Mark 7 12 12 12 8 10 9 10 9 8 10 8 10 11 11 11 11 15 15 15 12 10 9 10 Comparison between Tutor and Peer Panel marks BA1 Assignment 2 Dec 2000

11. Intra-peer Assessment form Did everyone contribute equally? If so, each member of the group should be given 25% if the group is a four-piece (or 20%each if the group is a five-piece, etc) If two members of the group contributed significantly more than their colleagues, the distribution of percentages might reflect this in the following allocation: 15 +15 +35 +35. Allocate a mark for each member of the group. Ensure that marks total 100% Group members Assessment % 1(self)___________________________ ________ 2_______________________________ ________ 3_______________________________ _________ Group members Assessment % 4______________________________ ________ 5______________________________ ________ 6______________________________ ________ Explain and justify your mark for each band member: 1(self)___________________________________________________________________________________________ 2_______________________________________________________________________________________________3_______________________________________________________________________________________________ 4_______________________________________________________________________________________________ 5_______________________________________________________________________________________________ 6_______________________________________________________________________________________________ Report completed by_________________________ Course__________________________ Date___________

12. Band 1: Overall group mark awarded by tutor = 5/16 A B C D Intra-Peer % % expressed as a proportion of the group mark (5) Individual student mark (rounded) Student A 25 25 25 30 105 5.25 5 Student B 30 25 25 30 110 5.25 5 Student C 25 25 25 30 105 5.50 6 Student D 20 25 25 10 80 4.00 4 Totals 100 100 100 100 Intra-peer assessment marks for BA Extended Degree Assignment 2 (March2001)

13. Concerns about the effects of intra-peer assessment upon a group…. • Ethics • Confidentiality • How is feedback to be given? • Will it damage group cohesion?

14. Band Mark/ 16 Distribution Band Mark/16 Distribution Band A 6 Equal Band I 15 Equal Band B 9 Equal Band E 14 Equal Band C 12 Unequal Band F 12 Unequal Band K 15 Equal Band L 9 Unequal Band G 9 Unequal Band H 11 Equal Band J 14 Equal Band D 13 Equal Bands who distribute their individual assessments equally tend to receive better band marks

15. Band Mark/16 Personnel changes Band Mark/16 Personnel changes Band 1 10 2 changes from 5 Band 7 10 1 change from 5 Band 2 10 All 5 unchanged Band 8 9 All 5 unchanged Band 3 7 All 5 split up Band 9 4 1 change from 5 Band 4 9 All 5 unchanged Band 10 8 All 5 unchanged Band 5 11 2 changes from 5 Band 11 7 3 changes from 5 Band 6 13 All 5 unchanged Band 12 4 All 4 split up Successful bands stick together!

16. Summary of findings…………. The responses to peer assessment approaches in popular music group performance has been positive No resistance was to its introduction was encountered There was a high consistency of agreement between student panel marks and those of the tutors The intra-peer assessment method was effective in terms of identifying the individual contributions to the group and there was evidence that group working skills improved during the duration of the BA1 programme Implementing intra-peer assessment can require extra care and feedback can pose ethical problems A few panel students questioned whether they should be awarding marks as well as providing feedback

17. Intra-peer Group Qualities and Personal Attributes NAME:Eric Clapton Name the THREE most important Qualities that you all agree on as being the most important to successful rehearsing of your group. Identify THREE more Personal Strengths that are specific to you.Name also the opposite or negative side of each. 1GROUP QUALITYAttendance - (Lack of attendance) 2 GROUP QUALITY Listening skills - (ignorance) 3 GROUP QUALITY Enthusiasm - (apathy) 4 PERSONAL STRENGTH Organisation - (disorganised) 5 PERSONAL STRENGTH Social skills - (unsociable) 6 PERSONAL STRENGTH Patience - (intolerance)

18. Summary of findings……continued Peer panel students stated that acting as assessors has improved their own approaches to performing Peer panel students approached the assessments with responsibility and integrity More input into preparing panel students and equipping them with the skills for assessing in advance of the performances is required Intra-peer assessment may require additional assessment criteria that is generated by each particular student Discussion between student bands and peer panels improves the understanding of the assessment criteria

19. What do students think……………. ‘…we see the other side…it made me more aware of what I am going to do for my performance…’ ‘…it took a lot of intimidation out of the process…’ ‘ …I just saw it as ….assessors are human…they are there just to do the job….the performers get the criteria…the assessors get the criteria ..so everyone should know what they have to achieve…and sometimes I kind of lose sight of that…’

20. Intra-peer Assessment Form Name: LA Date: 14th Dec 2001 Band Name: The Rejects

21. End of presentation Thank you Any questions, please?