Using online peer assessment tools to provide feedback and promote learning

A set of slides used for the RAP SIG event on 19 Jan 2017

Peer Feedback for Group Projects - Kenji Takeda

This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.

INFO2009 Reviews Partners, Commentary and Peer Review

guidance notes on review and evaluation processes. Part of the total handin required See also http://www.edshare.soton.ac.uk/9937/ for use in context and http://www.edshare.soton.ac.uk/9911/ for the guidance on the critical friend review process

PEER-REVIEWING, FEEDBACK & ASSESSMENT IN ENGINEERING TEACHING

Presentation

Sustaining Success Week 5 Task: Peer review guidance

Description of how to conduct a peer review, and guidance on how to submit it as a task. Download and edit this document if you decide to hand in information relating to your peer review exercise.

WEBS6203 Peer reviewing your reports

These notes contain a workflow, guidance notes, and supporting forms

FY2014-15 Peer Review

READ the guidance notes, then attempt the tasks CONTENTS: Peer review guidance

Scientific Journals, Peer Review and How to Write a Great Research Paper

Recording of the Elsevier Author Seminar by Dr Anthony Newman and Michaela Kurschildgen.

RTS-3 Task: Peer review guidance

Description of how to conduct a peer review

Educational/training situated e-learning

A small selection of the range of educational/training situated e-learning in Southampton Education School

Work less, teach better and get better feedback: why we tried innovative teaching methods

Speaker: Patrick McSweeney Organiser: Time: 15/10/2014 11:00-11:45 Location: B32/3077 Abstract Having started at Southampton in 2005 I have seen quite a few changes to the way courses are taught and studied. I will reflect on some of the interesting changes I have observed and suggest their causes. As a practical example I will talk about codestrom, a peer feedback tool for learning programming. We have found that this teaching method has improved the student experience and reduced the work load for the module team. Together we will discuss how this and other recent developments can enable other teaching innovations which benefit staff as well as students. Hopefully the new class of PhD students will be able to contribute from the point of view of having recently been undergraduate students here and else where.