Close
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 鈥榳hat learning is鈥� and thus see their own learning in this way.
Example instructions to students:
Self-mark or peer-mark your work,听working alone or in pairs,听using appropriate rubrics and assessment criteria.听
Why use it
- Develop understanding of assessment criteria and feedback literacy听
- Enables reflection on their own work听
- 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 鈥� Office Lens听
- Moodle Discussion forum听
- Breakout room discussion听(Zoom, BB Collaborate, MS Teams)
- Shared file听
- 笔别别谤尘补谤办听(罢耻谤苍颈迟颈苍)听
Speed of set up time听
2 to10 minutes, this depends on听whether rubrics and exemplars are available.
Workload
- Developing mark scheme / rubric听
- Looking over and feeding back听
- Setting assessment听
Other resources
- 贰虫别尘辫濒补谤蝉听
- Rubrics
Examples of staff use
- Case study:听It鈥檚 a trap! How I got students to engage with assessment: the power of guided marking
- Case study:听Peer review of virology essays
- Case study:听Making history with iPads, peer assessment and MyPortfolio
See related activities
Join the conversation
听