- Presentation abstract発表の要約
The speaker will present a method using pre-task peer assessment that is modeled on rater-reliability training techniques. Students review, grade, and give feedback to a number of peer tasks from a previous instance of the course, using a task outcome rubric similar to the one that the teacher will use. These model tasks have been pre-graded by the teacher, and present a range of achievement. After each one, the student is invited to consider how their grade and feedback compares to that given by the teacher. Upon rating a number of such peer tasks using Moodle's standard Feedback activity, each student can then submit their own task via the Assignment activity. This method shows promise as an effective way to prepare students to consider task outcome, functional adequacy, and the overall quality of their communicative performance when they subsequently perform their own tasks. This method employs the Feedback and Assignment activities in conjunction with the Activity Completion feature available in Moodle 3.9 and later.
- Original submission元の原稿
発表の題名: Using pre-task peer assessment to improve task performance
発表の種類: Presentation (20 mins) プレゼンテーション（２０分）
発表の言語: English 英語
発表のキーワード: task-based, TBLT, peer assessment
発表の要約: The speaker will present a method using pre-task peer assessment that is modeled on rater-reliability training techniques. Students review, grade, and give feedback to a number of peer tasks from a previous instance of the course, using a task outcome rubric similar to the one that the teacher will use. These model tasks have been pre-graded by the teacher, and present a range of achievement. After each one, the student is invited to consider how their grade and feedback compares to that given by the teacher. Upon rating a number of such peer tasks using Moodle's standard Feedback activity, each student can then submit their own task via the Assignment activity. This method shows promise as an effective way to prepare students to consider task outcome, functional adequacy, and the overall quality of their communicative performance when they subsequently perform their own tasks. This method employs the Feedback and Assignment activities in conjunction with the Activity Completion feature available in Moodle 3.9 and later.
- Peer review details査読詳細
Peer Review 1
| Criteria | Assessment |
|---|
| Clarity of Submission | 9 / 10 |
| Presentation Length | 10 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 9 / 10 |
| Quality of Content & Writing | 9 / 10 |
| Overall evaluation | 45 / 50 |
| | 91 / 100 |
Feedback This should appeal to many MAJ Moot attendees.
Peer Review 2
| Criteria | Assessment |
|---|
| Clarity of Submission | 10 / 10 |
| Presentation Length | 6 / 10 |
| Originality of Submission | 10 / 10 |
| Appropriateness & Relevance to the Moot | 9 / 10 |
| Quality of Content & Writing | 10 / 10 |
| Overall evaluation | 45 / 50 |
| | 90 / 100 |
Feedback This paper is very interesting and useful for teachers, so I'd recommend the authors to expand the presentation to 40 minutes. The authors may include the details of the assessment process in the talk (both students and teacher's assessment). Also the audience will be interested in hearing about rater-reliability and how you prepared students for this.
- Peer review notes査読メモ
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Your proposal has been accepted.
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