the value of peer grading using rubrics
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The Value of Peer Grading Using ExamSoft Rubrics Ashley Castleberry, PharmD, MAEd
August 19, 2015
2866.429.8889 | 1.954.429.8889 learn.examsoft.com
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The Value of Peer Grading Using ExamSoft Rubrics
Ashley Castleberry, PharmD, MAEd
Assistant Professor and Director of Assessment
University of Arkansas for Medical Sciences College of Pharmacy
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A little about me...
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Session Learning Outcomes:
• Explain the value of assessment as a teaching method.
• Compare functions “To Do” or “Not To Do” when creating a peer grading assignment for the first time.
• List possible assignments in your course/program that could utilize peer grading with rubrics.
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ASSESSMENT AS A TEACHING METHOD
Is this even possible?
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What is it?
• Peer Grading
– Grading of learners by other learners
• Peer Evaluation
– Evaluation of learners by other learners
• Peer Assessment
– Assessment of learners by other learners
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Why use it?
• Basis in Learning Theory
– Social Constructionism (Vygotsky)
– Active Learning (Piaget)
– Adult Learning (Cross)
• Innovative Form of Assessment and Teaching
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Using Peer Evaluations for Teaching
• Engages students in the material at a deeper level– Promotes higher order thinking skills
• Encourages learner autonomy– Empowers student to take control of their own
learning
• Teaches students how to assess– Requires application of content knowledge
• Enhances learning through knowledge diffusion– Students exchange ideas and views
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Using Peer Evaluations for Teaching
• Clarifies criteria for assessment
– Improves quality of work
• Facilitates metacognition
– Students’ self assessment of own work
• Promote lifelong learning
– Identifies need for continued improvement
• Practice for future careers
– Evaluating others is a part of most jobs
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WHAT IS THE GREATEST ADVANTAGE OF USING PEER EVALUATIONS FOR TEACHING?
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COULD YOUR STUDENTS BENEFIT FROM PEER ASSESSMENT?
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HOW CAN WE DO THIS EASILY?
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RUBRICPre-determined set of goals & objectives on which to base an evaluation
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Example Assignments from the UAMS College of Pharmacy
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Examples
• Oral Presentations
• Resume/CV Assignment
• Creating a Protocol Assignment
• Grading Essay Questions
• Journal Clubs
• Writing Patient Care Plans
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LET’S CREATE A RUBRIC TOGETHER…
Anyone hungry?
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Getting Started
• List the critical elements of the assignment– Rows = Dimensions
• Create an evaluation range (3-5 levels)– Column = Levels
• Carefully write descriptors for each level• Consider points or scale range• Consider weighting items• Use and Revise
– Yourself– Colleague– Students
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Rubrics Best Practices
• KISS (Keep It Short & Simple)
• Have students help create the rubrics
• Keep items distinct and measurable
• Distribute rubric at assignment introduction
• Use rubrics for peer assessment in a timely manner
• Train students how to use the rubric
• Modify your teaching based on results
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LET’S CREATE A RUBRIC TOGETHER…
Anyone hungry?
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Lessons Learned Using ExamSoft Rubrics
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To Do
• Teach students how to upload assignments– In class
– Handout
• Require upload as a PDF
• Perform peer assessments in class
• Train a few faculty and students beforehand
• Display full rubric on screen
• Upload documents for non-responders
• Have students reflect on the process
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Not To Do
• Start this process within 1 week of the due date
• Name files with student names
• Assume Wi-Fi connectivity for your room
• Trust all students will bring their devices as instructed
• Assume students will know how to use a rubric for peer grading
• Rely on students giving honest feedback to their peers on graded assignments
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Session Learning Outcomes:
• Explain the value of assessment as a teaching method.
• Compare functions “To Do” or “Not To Do” when creating a peer grading assignment for the first time.
• List possible assignments in your course/program that could utilize peer grading with rubrics.
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NEXT STEPS…
Talk to your account manager about opening the Rubrics function on your ExamSoft portal.
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A drawback to using rubrics…
“The students will want to have rubrics for everything they learn!”
- Harry Tuttle
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References:• Guide to Scoring Rubrics. Inform Ed. http://www.opencolleges.edu.au/informed/teacher-resources/guide-
to-scoring-rubrics/
• Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment, Research & Evaluation, 7(3). http://pareonline.net/getvn.asp?v=7&n=3
• Little, Deandra. (2006). Grading With Rubrics: Developing A Fair And Efficient Assessment Tool. The Center for Teaching Excellence, University of Virginia. http://trc.virginia.edu/resources/grading-with-rubrics-developing-a-fair-and-efficient-assessment-tool/
• Rubrics. Fayetteville Technical Community College. http://www.faytechcc.edu/assessment/pdf/rubrics.pdf
• Bostock, Stephen. (2000) Student peer assessment. http://www.keele.org.uk/docs/bostock_peer_assessment.htm
• McDowell, L. and Mowl, G. (1996). Innovative assessment - its impact on students, 131-147 in Gibbs, G. (ed.) Improving student learning through assessment and evaluation, Oxford: The Oxford Centre for Staff Development.
• Brown, S., Rust, C. and Gibbs, G. (1994). Involving students in the assessment process, in Strategies for Diversifying Assessments in Higher Education, Oxford: Oxford Centre for Staff Development.
• Peer-Assessment. Cornell University, Center for Teaching Excellence. http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/peer-assessment.html
• Using Rubrics. Cornell University, Center for Teaching Excellence. http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/using-rubrics.html
• Peer Assessment. University of Technology Sydney, Institute for Interactive Media and Learning. http://www.iml.uts.edu.au/assessment/students/peer.html
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Ashley Castleberry, PharmD, MAEd
Assistant Professor and Director of Assessment
University of Arkansas for Medical Sciences College of Pharmacy
Thank you!
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