Student marking
Overview of how to design a digital learning activity where students self- or peer-mark work, alone or in pairs, using appropriate rubrics and assessment criteria.
29 April 2021
About this activity
By taking part in the process of assessment, students gain a deeper understanding of topics, the process of assessment and what they are doing in their own work.
This helps to make them more aware of ‘what learning is’ and thus see their own learning in this way.
Example instructions to students:
Self-mark or peer-mark your work,Ìýworking alone or in pairs,Ìýusing appropriate rubrics and assessment criteria.Ìý
Why use it
- Develop understanding of assessment criteria and feedback literacyÌý
- Enables reflection on their own workÌý
- Identifies any misunderstandings in the assessment criteria
When to use it
- As part of a gateway assessment
- When reviewing exemplar materials
- At the end of a session or between sessions.
Digital tools that might be used
- Handwritten paper photographed and uploaded – Office LensÌý
- Moodle Discussion forumÌý
- Breakout room discussionÌý(Zoom, BB Collaborate, MS Teams)
- Shared fileÌý
- ±Ê±ð±ð°ù³¾²¹°ù°ìÌý(°Õ³Ü°ù²Ô¾±³Ù¾±²Ô)Ìý
Speed of set up timeÌý
2 to10 minutes, this depends onÌýwhether rubrics and exemplars are available.
Workload
- Developing mark scheme / rubricÌý
- Looking over and feeding backÌý
- Setting assessmentÌý
Other resources
- ·¡³æ±ð³¾±è±ô²¹°ù²õÌý
- Rubrics
Examples of staff use
- Case study:ÌýIt’s a trap! How I got students to engage with assessment: the power of guided marking
- Case study:ÌýPeer review of virology essays
- Case study:ÌýMaking history with iPads, peer assessment and MyPortfolio