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Combining self-, peer- and computer-based assessment

Fri 14th March 2014

On Thursday 27th February 2014 my colleague, Kate Dickens, and I presented the work we did on the COMP1205 Professional Development module in the “Speed Networking” section of the Assessment & Feedback conference at the University of Southampton.

This is a holding place for our resources from that event. We did the presentation as a truncated Pecha Kucha (it was 4 minutes instead of 6m40s).

Below is our PowerPoint slides:

Our video of this is here:

I am in the process of dubbing the audio over the top, at which point I will upload it to YouTube and embed the video here.

In the meantime, you can see what we planned to say for each slide in this notes document:


In COMP1205 Professional Development, we devised an entirely new course consisting of self-assessment, peer-review and computer-based assessment. We plan to disseminate what we did and the lessons learned as a Pecha Kucha presentation.

Our course consisted of a number of themes that were threaded through weekly activities delivered through Blackboard, a number of assessments and lectures.

The online activities were self-assessed by the students, forcing them to reflect on whether they actually understood the material, and encourage them to seek help if they did not.

The students wrote a technical report, which traditionally would be marked by a member of staff or a postgraduate demonstrator. Instead, we got each student to mark themselves against a set of criteria, and then mark 2 others and provide feedback.

We also created an exercise for writing a CV and reflecting on it. Only the reflection was marked, by staff, which allowed for quick feedback about whether the student had understood what they learned about good CVs.

Finally, the end of semester exam was administered on computer, using Question Mark Perception and a test during the semester in Blackboard, both allowing faster feedback to the student.

We implemented a number of contemporary assessment methods, combined with more traditional approaches, along with online self-led learning and fewer lectures. We hope to have created an exemplar for how to use these approaches, and have learned many lessons which we are keen to share with the rest of the learning and teaching community.

From → Research, Teaching

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