How can I manage peer evaluation so that I get useful information for
grading, for advisement, and for course improvement [re] ...on group
I use peer evaluation forms as a part of group projects as discussed by @Buffy above, and I also split the marks between group and individual elements. Taking the question in a wider context, I'll just speak from my own experience of peer evaluation, and the opportunities and difficulties I have found with it.
My first experience of peer evaluation was on the Rice University MOOC, An Introduction to Interactive Programming with Python. I liked it from the start, and thought it was a great way to grade work, provide feedback and reduce teacher marking time for formative assessments. We do not use it for summative assessment.
1) Sample exam questions: theory
An exam paper based on the theoretical elements of the course was designed, and a grading rubric with sample answers prepared.
I assigned each learner an ID number known only by myself.
Each learner received a copy of the exam paper with their own number on it
The exam paper had space for answers- no separate sheets.
At least one question has some ambiguity- this is not told to the class, and they cannot ask questions during the exam. This is to allow discussion of question design afterwards.
At the end of the exam, all papers were collected and each photocopied 3 times.
Each learner is given a copy of a grading rubric and three random answer papers (not including their own)
They are given time to grade each paper and make a note where marks not were achieved or partially deducted- this provides each learner with feedback. All feedback must be positive- indicate what would have improved the answer, and why marks were deducted.
Collecting all the papers and re-ordering to give each learner back a copy is tedious work.
After the exercise, we had an open discussion on each of the questions, if they could have been phrased more effectively.
Expansion option: Given a specific Learning outcome, how might they create an appropriate question for an assessment.
At the end of class, I provided them with sample answers to the exam so they could compare with what they had themselves.
It was interesting that many found it difficult to award a grade, and did not realise how much time it can take to correct a paper.
There was some variation in the scoring of identical questions- this proved a useful talking point.
Each learner got useful feedback on their own work.
Learners have a greater appreciation of the creation and marking of assessments.
It was quite time consuming, but a useful exercise.
2) Coding mini-assignment- peer grading on Moodle
Given that photocopying code is a non-runner, I set up a peer-graded Assignment on Moodle. Each learner had to work on a mini-programming assignment and had two days to complete it and submit online.
Firstly, getting this to work the first time on Moodle was very time consuming. Even on the day, there were several delays in getting started.
The grading rubric identified many elements such as use of "appropriate" names for variables and functions, header info, docstrings (Python), clear user prompts/instructions, working code, use of comments and so on.
When peer-grading, it is possible to place a comment in each section to explain why mark(s) were lost, and each marker can place a final comment/general observations.
Benefits of Moodle Peer assessment
Learners are assigned the work of others to mark randomly
Anonymity is an option in the setup
Each learner was forced to really look at the grading scheme, which was provided from the outset. Many lost marks for simple things that they should have included (e.g. header information). This is important- that they realise they can get some marks even if the code doesn't work completely or partially.
All got to see examples of other learners approaches, structure, working and non-working code. Seeing mistakes others make should help them identify those that they make themselves.
Teacher can review all more easily without looking through a lot of paper, i.e. the grades given and received by each learner, and the comments given and received.
I have to say, from a practical perspective, it ran about as smooth as a dragons tail (i.e. not at all smoothly) but this was likely due to my inexperience with using this in Moodle. That said, it was better than paper.
Some students failed to provide any feedback even when it was a requirement of the exercise.
There are some relevant/complimentary points also raised here.