Peer feedback case study

School / Department:  Animal, Rural and Environmental Sciences, Animal and Equine Science

Programme:  FdSc Animal Studies

Contact:  Graham Shelbourne

Level of study:  Level one

Module:  Canine studies one 

Activity: Peer observation and assessment of student practical exercises

Aims:

• To ease the logistics of assessing large groups of students.
• To help students understand assessment criteria and the marking constraints.
• To foster and strengthen working relationships between students.

The following example has been adapted over six or seven years by the academic staff. Each time the cohort of students has been approximately twenty in number.

Prior to the practical session students are given a record sheet and briefed on the assessment criteria by the lecturer. Students can then discuss and clarify these with the lecturer, including establishing what a fail or distinction would look like.

Students participate in set practical obedience exercises with their dog and are observed completing these exercises on three occasions during the session by three different students, the purpose (for the assessor) being to assess the handler not the performance of the dog. The aim of the student being assessed is to showcase the skills they have learnt. Exercises are not strictly timed but should last no longer than 10 minutes. The lecturer is present throughout the session. The students, overseen by the lecturer to encourage fairness, decide who will observe who.

The mean of the three marks is used to obtain the final mark as assessed by students. The lecturer may or may not adjust marks (usually by no more than 10%). Peer feedback on the whole is verbal and continuous throughout the exercise. Although space is available on the record sheet to make comments the sheet tends to be used purely to record marks. At the end of the session record sheets are handed to the lecturer.

The module is worth ten credit points. The peer observed and assessed practical makes up 50% of the assessed element, with the remaining 50% consisting of an individual written assessment.

Benefits to staff: Increased student understanding of assessment criteria and marking constraints used by staff.

Benefits to students: Fosters working relationships of the group and between students; greater understanding of assessment criteria.

Feedback:  Feedback from students has been positive. Students have cited that they are glad to have participated in the exercise and understand assessment exercises better as a result.

Considerations:  This practice would have a greater impact on the overall grades of students if used at upper course levels hence consideration of its applicability to different levels of study is needed.

Students often feel uncomfortable with the exercise at first. Students are offered the opportunity to be assessed by lecturers if they choose however only one student has ever requested this.

Further Information:  Graham Shelbourne, Programme Leader for FdSc Animal Studies.