SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGLISH)

Induction to Pedagogy
Evaluation of the Environment
Introduction
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
Project Number: 2014-1-IE01-KA202_000355

Overview
Introduction
Part 3:
Quality Criteria for Peer Learning
Summary- Final Remarks
• Introduction – Module Scope
• Unit I – Self and Peer Assessment
• Unit II - Challenges of Peer Learning and Online
Environments
• Unit III - Quality Criteria of Peer Learning
• Unit IV – Final Remarks

Module Scope
Introduction
Part 3:
Quality Criteria for Peer Learning
Summary- Final Remarks
• Define and understand the differences
between peer and self-assessment
• Introduction to applying peer learning to an
online environment
• Introduction to the main challenges faced in
applying peer learning to online environments
• Introduction to the characteristics of 3 main
approaches related to applying quality criteria
to peer learning

Evaluation of Environment
Unit I: Self and Peer Assessment

5
Defining Self and Peer Assessment
• Self-assessment is a process of formative
assessment during which participants reflect
on and evaluate the quality of their work and
their learning, judge the degree to which they
reflect explicitly stated goals or criteria,
identify strengths and weaknesses in their
work, and revise accordingly.

6
Defining Self and Peer Assessment
• Peer Assessment is a ‘two-way reciprocal learning
activity’ in which there is mutual benefit to all parties.
• Peer learning involves cooperation, communication and
giving and receiving peer feedback, as well as sharing
knowledge, ideas and experiences in a reciprocal
partnership. It emphasizes interdependent as opposed
to independent learning.
In order to better understand self and peer assessment, we will
provide you with an example of each method and the advantages
of using them from a pedagogic point of view.

7
Why use Self- Assessment
• Self-assessment can be undertaken by the learner
completing a short self-assessment sheet according to
agreed criteria.
• Why use self-assessment then?
• If a learner can identify his/her learning progress, this
could motivate further learning.
• Self-assessment can promote learner responsibility and
independence.
• Self-assessment can accommodate diversity of learners‟
readiness, experience and backgrounds.

8
Why use Peer Assessment
• Peer assessment can be undertaken by the learners in a
group exchanging notes to discuss gaps/differences in
understanding.
• Why use Peer Assessment?
• Peer feedback can encourage collaborative learning through
exchange of opinions on what constitutes good work.
• Learner help each other to make sense of the gaps in their learning.
• The focus of peer feedback can be on process, encouraging
participants to clarify, review and revise their ideas.
• Peers can exchange ideas in a safe and understanding environment
and can feel comfortable asking each other “silly” questions.

9
Applying Peer Assessment to an
Online Environment
Peer-tutors apply their knowledge to online environments
by using a range of tools which are available online:
Through Discussion Forums
• A discussion forum is a general term for any online "bulletin
board" where you can leave and receive responses to messages
you have posted.
• Many websites offer discussion fora so that users can share and
discuss information and opinions.
• Discussion forums are a means of formative assessment and the
goal can be to improve performance during a course.

10
Applying Peer Assessment Online
Through Rubrics
• Rubrics are tools that facilitate assessment based on particular,
pre-determined criteria.
• Explicit criteria exist for each activity in a course, which makes
the assessment process universal and objective, i.e. all learners
are assessed based on common criteria, and therefore, there is
a means of comparison of performance.
• The criteria on a rubric are set based on the learning objectives.
• Therefore, assessment regards the quality that a learner
matched the learning objective for the different activities.

11
Applying Peer Assessment Online
Through Blogs
• A blog (short for weblog) is a personal online journal that is
frequently updated and intended for general public
consumption.
• Blogs are defined by their format: a series of entries posted to a
single page in reverse-chronological order.
• Blogs generally represent the personality of the author or reflect
the purpose of the website that hosts the blog.
• Blogs are not assessment tools; however, they can be used for
sharing knowledge and for discussions among peers.

12
ASSESSMENT METHOD EXAMPLE
Self-assessment (A) Complete an assessment sheet
according to pre-determined criteria and
explain why you evaluate yourself in a
particular way
Peer assessment (B) Exchange information and notes and
discuss differences in understanding
Match the assessment method with the examples provided:
Reflection Quiz

13
STATEMENTS METHOD
1. Promote learner responsibility and independence
2. Involve the giving and receiving of peer feedback
3. Peers reflect on and evaluate the quality of their work
4. Encourage collaborative learning through interchange
5. Less burdensome and more enjoyable learning process
Choose which statements refer to self-assessment and which ones
to peer assessment:
Self-assessment
Peer assessment
Peer assessment
Self-assessment
Peer assessment
Reflection Quiz

14
Discussion forum
Online self-assessment sheet
Blog
Email exchange
Rubrics
Online dictionary
Which tools can be applied for peer assessment in an online peer-to-
peer learning environment?
YES
NO
YES
NO
YES
NO
Reflection Quiz

15
o Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-
Assessment. Assessment and Evaluation in Higher Education, 32 (2), 159-181
o Boud, D. & Falchikov, N. (2007). Rethinking assessment in higher education.
London: Kogan Page.
o Boud, D., Cohen, R. & Sampson, J. (2001) Peer learning and assessment, in:
D. Boud, R. Cohen, & J. Sampson (Eds) Peer learning in higher education
(London, Kogan Page), 67–81.
o Keppell M., Au ., Ma A. et Chan C., “Peer learning and learning-oriented
assessment in technology-enhanced environments”. Assessment & Evaluation
in Higher Education 31:4 (August 2006), 453–464
o Spiller D. (2012). Assessment Matters. Self-Assessment and Peer Assessment.
TDU. (n.p): The University of Waikato.
o http://whatis.techtarget.com/definition/discussion-board-discussion-group-
message-board-online-forum
o http://searchwindevelopment.techtarget.com/definition/blog
Resources

16
Unit II: Challenges of Peer Learning
and Online Environments

17
Questionable effectiveness
of learning process (no
feedback from tutors)
Inaccuracy of shared
knowledge and information
Information Technology
illiteracy or limited skills
Difficulty in building trust
facilitating disclosure and
developing accountability
Engagement - Initiating
discussion and topics
• Communication with other peers
• Adherence with learning objectives
• Materials from valid and acknowledged
resources
• User-friendly and customizable tools
• Relevant (online) courses
• Form teams in the learning course
• Include prompts for creating and posting
threads in the forums
• Comments on other people’s posts
Challenges of Online Peer-Learning

18
CHALLENGES POSSIBLE SOLUTIONS OPTIONS
1. Cross check with other
peers
A. Inaccuracy of shared
information
B. Form teams in the
learning platform
C. No feedback from
tutors
D. User-friendly tools
E. Download academic
articles
F. Initiating discussion
and topics
G. Arrange face to face
meeting with a tutor
2. Materials from valid
resources
limited skills
3.
Difficulty in building trust 4.
5. Include prompts for
creating and posting
Exercise 1: Fill in the gaps

19
CHALLENGES POSSIBLE SOLUTIONS OPTIONS
1. Cross check with other
peers
information
learning course
C. No feedback from
tutors
D. User-friendly tools
E. Download academic
articles
and topics
G. Arrange a face-to-face
meeting with a tutor
2. Materials from valid
resources
limited skills
3.
Difficulty in building trust 4.
5. Include prompts for
creating and posting
Exercise 1: Correct answers
C. No feedback from
tutors
 1
information
 2
D. User-friendly tools  3
learning course
 4
and topics
 5

20
o J. McLuckie & K.J. Topping (2004) Transferable skills for online peer
learning, Assessment & Evaluation in Higher Education, 29:5, 563-584,
DOI: 10.1080/02602930410001689144
o Keith J. Topping (2005) Trends in Peer Learning, Educational
Psychology, 25:6, 631-645, DOI: 10.1080/01443410500345172
Resources

21
Unit III: Quality Criteria of Peer Learning

22
When seeking to ensure high quality of
content and learning resources used in
peer-learning, there are 3 main
approaches to consider:
These are:
1. Keith J. TOPPING (2007)
2. Ulf-Daniel EHLERS (2013)
3. Wayne K. HOY and Megan
TSCHANNEN-MORAN (1999)
Each approach views the peer learning
process from a different angle.
EHLERS
(2013)
HOY &
TSCHANNEN
-MORAN
(1999)
TOPPING
(2007)
Quality Criteria of Peer Learning

23
TOPPING
(2007)
Quality Criteria of Peer Learning: Topping
In 2007 TOPPING outlined 13 so-called
organisational dimensions. These dimensions
describe the central factors in which different
peer learning-methods can vary.
These 13 dimensions are presented in Unit II of
the Induction to Pedagogy module: Criteria of
Peer Learning.
You may wish to re-visit this Unit to refresh your
memory.

24
TOPPING
(2007)
Organisational dimensions
Curriculum content (knowledge skills)
Contact constellation (size, roles)
Ability of peers
Time (regularity of participation)
Characteristics of target groups
(peers)
Objectives (e.g. intellectual gains)

25
With respect to the SYNERGY objectives, the
following dimensions should be emphasised:
1. The content of the learning resources;
2. The size of the group and the roles of the peers;
3. The ability of all peers in the group;
4. The frequency of training;
5. The characteristics of the peer learner;
6. The objectives of the peers.

26
Quality Criteria of Peer Learning: Ehlers
In contrast to Topping, Ehlers focused more on the peers
themselves and less on the organisation and characteristics of
the environment.
General guidelines which describe the peers in this model are
as follows:
1. Peers should be open-minded, perceptive, and aware of
their competencies and responsibilities. They should have
strong relational and auto-critical skills and a deep subject
matter competence. This is particularly necessary because
the peers need to act autonomously most of the time.

27
2. Peers should be willing to share materials, create
knowledge, and edit the materials of others.
3. Peers need to be aware of their surrounding and the
needs, interests and objectives of the other peers.
4. Peers aim to support other peers and they define
themselves as a group that grow. Here it is also
necessary to add, that there is no hierarchy within the
group, only roles (TOPPING referred to Helpers and
Helped). These roles are naturally defined by the level
of quality of contribution, the participation, etc.

28
Focus on peers
EHLERS
(2013)
Open-minded and perceptive
Aware of their competencies and responsibilities
Strong relational and auto-critical skills
Share materials and create knowledge
Support other peers (be aware of their
surroundings, needs and interests)
Creation of tools, guidelines, policies for the
production of small structured and standardized
learning objects

29
• According to this approach, the
focus needs to be on creating tools,
guidelines and policies that enable
and drive peers to produce
preferably small, structured and
standardised learning resources that
are easy to assess and are easily
adapted for potential future re-use.
EHLERS
(2013)

30
Quality Criteria of Peer Learning: H & T-M
The last approach comes from HOY and
TSCHANNEN-MORAN, who developed a five-part
framework that helps to plan, implement and
assess peer learning; or in the scholars’ words:
“to help teachers design peer learning situations in
which the quality of communication and
interaction supports learning”.

31
The five parts or stages in this approach are as
follows:
1. Group characteristics: Here the focus is on the achievement
level of the peer-learners and their readiness for new
challenges. It is also about safeguarding a skill-standard and
shared attitudes among the peers.
2. Goals and tasks: Goals for the development of skills need to
be set appropriate to the target group. The interrelation
between these two processes needs to be considered as
they may build up one on another.

32
3. Getting there: When the peer groups is being formed,
attentions needs to be paid to certain aspects of forming the
group, such as the educational attainment of the peer group
and their previous experience of learning; whether or not they
have special learning needs also needs to be considered.
4. Guiding the process: This focuses on the awareness about the
typical problems in peer learning environments and the need
for strategies appropriate to address such problems.
5. Looking back and glimpsing ahead: The creators of peer learning
situations should have a structure in place to efficiently and
effectively reflect on the peer learning process and any
difficulties which arose.

33
HOY &
TSCHANNEN-
MORAN
(1999)
A framework that helps to plan, implement and
assess
1. Group characteristics: readiness;
safeguarding a skill-standard and shared attitudes
2. Goals and tasks: to be set appropriate to the
target-group
3. Getting there: e.g., status, achievement level,
and special needs need to be considered.
4. Guiding the process: typical problems and
strategies to address them; adjustment and
reflection of the environment
5. Gazing backwards and glimpsing ahead:
a structure to reflect the situations and the
processes that took place

34
Consider ability of peers and characteristics of target groups
Undertake a leading role in guiding participants
Develop structure to reflect the situations
and the processes
Support other peers
Identify typical problems and strategies to address them
Keep material confidential for own use
From the list below, choose the statements which, according to the 3
approaches analysed, are quality criteria for peer learning (TRUE / FALSE):
Revision Quiz

35
Consider ability of peers and characteristics of target groups
Undertake a leading role in guiding participants
Develop structure to reflect the situations
and the processes
Support other peers
Identify typical problems and strategies to address them
Keep material confidential for own use
From the list below, choose the statements which, according to the 3
approaches analysed, are quality criteria for peer learning (TRUE / FALSE):
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
Revision Quiz

36
o Ehlers, U.-D. (2013): Open Learning Cultures. A Guide to Quality,
Evaluation, and Assessment of Future Learning. Springer, Heidelberg.
o Topping, K. J. (2007): Trends in Peer Learning. Educational
Psychology, 25, 6. Pp. 631-645.
o Hoy, A. W./ Tschannen-Moran, M. (1999): Implications of Cognitive
Approaches to Peer Learning for Teacher Education. In: O’Donnel, A.
M./ King, A. (Eds.): Cognitive Perspective on Peer Learning. Routledge,
New York. Pp. 257-284.
Resources

37
Unit IV: Final Remarks

38
Summary – Final Remarks
Points to remember from this module:
• Peer assessment encourages collaborative learning, responds to
identified gaps in knowledge and skill within peer groups and makes
learning a less burdensome and more enjoyable experience.
• We can apply the peer assessment methods in online peer-to-peer
learning environments through discussion forums, rubrics and blogs.
• Typical challenges of peer learning and online environments include:
1. questionable effectiveness of the learning process;
2. inaccuracy of the shared knowledge and information;
3. IT illiteracy or limited skills of both the peer-tutor and learner;
4. difficulty in building trust and ensuring accountability;
5. engagement of users in coursework and online discussions, etc.

39
We have also seen 3 different theoretic
approaches with regard to quality criteria of
peer learning:
1. Topping, views the differences of peer
learning from an organisational point of
view;
2. Ehlers, focused more on the peers
themselves and less on the organisation
and characteristics of the environment;
and
3. Hoy & Tschannen-Moran developed a
five-part framework which helps to plan,
implement and assess peer learning
EHLERS
(2013)
HOY &
TSCHANNEN
-MORAN
(1999)
TOPPING
(2007)
Summary – Final Remarks

40
Thank you for your interest and attention
www.synergyexhange.eu
facebook.com/pages/Synergy-for-the-SME-Business-
Community
www.linkedin.com/company/erasmus-synergy-project

SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGLISH)

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