A peer assessment strategy has been introduced to the module EBU6305 Interactive Media Design and Production, where each student submits a prototype of their product to QMplus for their peers to review and assess. Each student will receive a submission mark which is an averaged of all received marks, as well as an assessment mark awarded by the QMplus system to reflect the degree of fairness in the marking process. The assessment feedback has been perceived to be useful and the workshop event is successful.
In EBU6305 Interactive Media Design and Production, students need to submit a web-based artefact that involves heavy user interaction, where user is the focus in the design and production process. Due to the time limit, it would not be realistic for students to apply for ethics approval and involve human participants in the testing process. However, another key learning outcome in the module has led to a greater opportunity that combines two aims in one occasion - there is a learning outcome for students to conduct usability analysis independently via a heuristic approach. By having the opportunity to review each other's work, students are not only able to provide valuable feedback to the product designer in the perspective of users, but also practice independent evaluation.
Peer assessment presents several advantages for the module. First, the evaluation must be based on facts and evidence, and the analysis should avoid subjective opinions and follow evidence-based practice. These disciplinary skills can only be acquired via ample exercises, and the peer assessment workshop of this module has provided students an outlet to practice these skills. Second, peer assessment provides an excellent opportunity for them to conduct independent and unbiased evaluation whilst learning the success and / or mistakes from others. Third, students will get the chance to familiarise even more with assessment culture. In order to properly assess the work of their peers, students need to have a good understanding of the assessment criteria and the assignment task, both of which promote a deeper approach to learning.
Beyond the benefits provided by peer assessment, it also comes with certain challenges. As such, the peer assessment component is kept at a relatively modest 10 marks of the coursework (i.e. weighed as 2.5% of the module assessment) to ensure it does not result in a major impact on students' final scores. The element of chance usually results in only minimum variations, which will not impact the overall summative result to any meaningful extent. The practical experience that students gained in this process represents an invaluable element throughout course delivery and assessment.
The peer assessment underwent the following process:
To create a workshop, simply choose "Add an activity or resource" on QMplus, then choose "Workshop". There are links at the bottom of this page on how to set up a Workshop in QMplus.
Each student receives two marks for the workshop:
It is worth noting that modules involving group work will need extra attention. Each student needs to make an individual submission in order to participate in peer assessment, which means they may receive different submission marks. If each student from the same group makes identical submissions (as the case of this module), then marks can be manually averaged among all members within the same group to ensure fairness in the evaluation phase.
If by chance a student is assigned with their own work to assess, then students should be made aware that it is neither an advantage nor a disadvantage, but a good opportunity for them further to exercise objective and unbiased evaluation. Again, this should be explained in the briefing lecture prior to the peer assessment.
The result of students' active involvement in the assessment process has provided the opportunity for them to compare and discuss the coursework, as well as to gain knowledge
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