Davison, Ellie (2021) Improved engagement in online peer-review activities supporting assessment. IMPact Journal of Higher Education Research, 4 (3). ISSN 2516-7561
Full content URL: https://lheri.lincoln.ac.uk/impact/
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Item Type: | Article |
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Item Status: | Live Archive |
Abstract
Student engagement with peer review and critique activities, to support academic writing assessments, has increased since moving the face-to-face sessions online with digital enhancements from Talis Elevate and Turnitin PeerMark. Students are first guided through a synchronous learning activity, critiquing an example submission as a group using Talis Elevate. Students have the option of using the anonymous commenting feature to encourage engagement and comments can be threaded and nested to allow for a dialogue, with lecturers able to add comments to prompt discussion and clarify areas of uncertainty. The evaluation skills developed are then applied to an asynchronous peer-feedback activity facilitated through Turnitin PeerMark, providing and receiving anonymous feedback through a series of scaffolded questions that link directly to the marking rubric.
Keywords: | online learning community, peer marking |
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Subjects: | X Education > X990 Education not elsewhere classified |
Divisions: | College of Science |
ID Code: | 46864 |
Deposited On: | 30 Nov 2021 11:05 |
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