Background

Number of times you have used WebPA: 1

Module/course name (s): Integrated Project, Civil Engineering

Number of students on module(s)/course(s): 30

Year(s) of students: Year 2 undergraduate

Semester(s): 1 and 2

Brief description of the group task: Group project involving the development of a brownfield site with hotel, utility buildings drainage and car parking

Average number of criteria used per task: 5

Average number of students per group per task: 5

Percentage split of tutor mark/WebPA weighting: 60/40

Average percentage of students that completed the assessment: 98%

Existing practice and Intended aim(s)

What did you set out to achieve?

A fair mark for the project work based on accurate assessment of contributions by peers rather than more subjective assessment by supervisor.

Had you used peer assessment before? No

What were your incentives for using an online method of peer assessment?

Student response should be high as all have computer access

The challenge

Did you experience any challenges or barriers throughout the process? If so, how did you overcome these?
No

Did challenges and barriers change the way you carried out the assessment process?
No

The e-learning advantage

Were there any personal benefits to using this using online peer assessment? (E.g. saved time, automated results)

Time saving was main driver; it was very beneficial to me.

Did you notice any benefits for your students using online peer assessment?
Ability to comment on peers work anonymously

Did you see a change in student attitudes/behaviour/performance/learning?

Improved attendance at group meeting sessions.

Did you have to change any existing habits/practices?

I will make sure students are properly briefed on the process. Next time I use it I will give more examples to explain the weighting and calculation procedure.

Did you see an improvement in your assessment practice(s) because of the introduction of technology?

No

Were there any institutional advantages to using online peer assessment?

External examiner was very pleased with the process. Other lecturers have been briefed on process and are likely to be implementing next semester.

Were there any unexpected outcomes? Did you enjoy benefits that you had not previously thought of?

Speed of process was impressive

Key points for effective practice

The term effective practice is used to describe the processes behind successful online peer assessment.

What was the key factor(s) to obtaining effective online peer assessment practice? (What were the most critical aspects of the process?)

Proper briefing so that students understand the process.
Give plenty of time for student feedback. Explain penalties for not engaging in time. I did not do this and was therefore obliged to chase the few students who had not completed questionaire

How can your assessment practice be more effective? (What can you change?)

Briefing sessions, write peer assessment into the assignment

What effective practice can you recommend to others?

Don’t close assessment too early

Conclusions and recommendations

Did you achieve what you set out to do? (Was online peer assessment successful? Did you meet your intended objectives?)
Yes

Were there any emerging issues from carrying out the online peer assessment?
No

Additional information

Is there anything you would like to know from other practitioners who have used WebPA?
N/A
Where there any problems?
N/A
If you were to use WebPA again, would you do anything differently? If so, what?

No, the system worked quite well

Any other comments? Is there anything else you would like to share with other practitioners?
N/A

Thanks

Thanks are extended to Norman Seward for allowing the WebPA project to put his case study on line.