Individual students were asked to complete assessment questions. They then attended a 'marking event' in a Teaching Studio where they graded each others work with support from staff.

1. Peer Feedback in Groups for
Individual Submissions
School of Biological Sciences

2. What it means

3. Group A-1 Group B-1
Group A-2 Group B-2
A-1 B-1
Prior to class
(individual submission) A-2 B-2
In class
Group B
(group marking Group A
of other group’s
Submissions)
Tutor

4. What question does it address?

5. Why is it important?

6. What did we do

8. Group A-1 Group B-1
Group A-2 Group B-2
A-1 B-1
Prior to class
(individual submission) A-2 B-2
In class
Group B
(group marking Group A
of other group’s
Submissions)
Tutor

9. Q1 Qn Q1 Qn
Graph Text
Text
Author Assignment
Students Do Assignment
QMP
Author Feedback Marking Session
For 1 to No of Questions
QMP
Q1 Qn For 1 to No in Group
Q1
Feedback 1 Feedback 1 Instance Session
Feedback n Feedback n
marks marks
Establish groups
Swap groups Feedback 1
Feedback n
Mark groups marks
EndDo
Send back work
EndDo

10. How do we do it?

25. What did the students think?

26. What did the students think?

27. What did the students think?
“The bit I liked is that you didn’t just have to be just you: it was
everyone and it made you think of what other people think of
answers; because my line of thought about someone who
answered a question differently to how I answered was that it
might be wrong; but when someone explains it to you and when
we talk it through it gets far more meaning and you understand it
better and I understand the different ways you can answer
questions far more.”
“There were lots of examples of ways to get it wrong
as well You can see how a lot of people waffle in their
answers. We can tell what is waffly and what is
straight to the point. I think that was the best”

28. What did I think?

29. How will we develop it?

30. Perspectives

31. Acknowledgments
• Principal’s Teaching Award Scheme
• Peter Ng (author)
• Mark Findlay (help with QMP)