In part 1 of today’s post, we thought about encouraging students to develop quiz questions. Yesterday, we looked at allowing students to see what others have created for their assignment – but what about extending this to allow (require!) peer marking, or perhaps getting students to start looking at how they’ll be graded.

A student, an essay - and other students marking it

Students reviewing/marking others have created.
(Created using images from the Noun Project)

We have a number of tools that will allow peer (and self) marking – both VLEs in use (My Dundee and Moodle) have this feature, as does Turnitin.

However, the next stage would be to get the students co-create the marking schema. As with all activities that are new for students, it can take time; I have done it a number of times, and each time we needed a lot of preparation time to get the students to understand what they had to do. What was particularly interesting to me was how little the students understood phrases in standard marking criteria that were used in other courses. The highest tech, though, that I ever got to for agreeing the criteria was the invaluable PostIt!




Have you had other ideas for involving students in the assessment process?

Further reading:

Meer, N., & Chapman, A. (2014). Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE, 1–15.