Written Assignment Unit 2 - UNIV1001 (Due Tues) Using Your O

Written Assignment Unit 2 - UNIV1001 (Due Tues) Using your own words

Written Assignment Unit 2 - UNIV1001 (Due Tues) Using your own words, answer each of the following questions: What is peer assessment, and why do we use it at University of the People? What are the benefits of peer assessment? What are the challenges of giving and receiving peer feedback in peer assessment? What strategies will you use to peer assess written assignments? How will you assess discussion assignments? Your written assignment should be submitted in a Word document (or similar program) and should be at least 1-2 pages in length, double-spaced with 1-inch margins, and written in Times New Roman size 12 font. You should provide a word count at the end of your written

Paper For Above instruction

Introduction

Peer assessment, also known as peer review or peer evaluation, is a process where students evaluate each other's work to foster a deeper understanding of the subject matter and develop critical thinking skills. At the University of the People, peer assessment is utilized as an educational strategy to promote active learning, collaborative engagement, and to prepare students for real-world feedback scenarios. This method allows students to critique work in a constructive manner, learn from diverse perspectives, and enhance their analytical abilities.

The Benefits of Peer Assessment

The advantages of peer assessment are manifold. Firstly, it encourages students to engage more thoroughly with the course material because they need to critically analyze work similar to their own. This process also promotes self-awareness and improves the quality of submissions, as students become more attentive to grading criteria and quality standards. Additionally, peer assessment nurtures essential skills such as constructive criticism, communication, and self-reflection. It also alleviates the grading burden on instructors and fosters a sense of community and collaborative learning among students.

Challenges in Giving and Receiving Peer Feedback

Despite its benefits, peer assessment presents several challenges. Students may struggle with providing honest, objective feedback due to personal biases or limited understanding of grading criteria. Some might find it difficult to accept constructive criticism, leading to defensiveness or discouragement. Conversely, students might feel apprehensive about giving negative feedback, fearing it could harm peer relationships or come across as overly critical. Inexperienced students may also lack the skills necessary to deliver constructive feedback, resulting in vague or unhelpful comments that do not support learning.

Strategies for Effective Peer Assessment

To ensure effective peer assessment, I plan to employ several strategies. First, I will familiarize myself thoroughly with the grading criteria and specific guidelines for constructive feedback. This clarity will help me provide precise, balanced, and respectful critique. I will also focus on offering specific suggestions for improvement rather than vague comments. It’s important to maintain an objective tone and to be supportive, emphasizing strengths alongside areas for enhancement. Additionally, I will approach peer assessments with an open mind, recognizing the value of diverse perspectives and understanding that feedback is a tool for mutual growth rather than personal criticism.

Assessing Discussion Assignments

In evaluating discussion assignments, I will assess not only the content’s relevance and depth but also the quality of interactions among participants. I will look for evidence of critical thinking, clarity of expression, and engagement with peers’ contributions. Promptness in responding and the ability to foster meaningful dialogue will also be considered. To ensure fairness and consistency, I will use a rubric that emphasizes participation, insightfulness, and respectfulness in online discussions.

Conclusion

In conclusion, peer assessment is an invaluable tool in higher education that promotes active learning, critical thinking, and collaborative skills. While it presents certain challenges, employing clear strategies and maintaining a respectful, constructive attitude can maximize its benefits. Effective assessment of both written and discussion assignments involves understanding grading criteria, providing specific feedback, and encouraging open dialogue. As a student and future evaluator, I am committed to leveraging peer assessment to enhance learning outcomes and foster a supportive academic environment.

References

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of quality. Assessment & Evaluation in Higher Education, 38(6), 698–712.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Topping, K. (2009). Peer assessment. Theory into Practice, 48(1), 56–61.

Lu, J., & Atkinson, R. (2017). Peer assessment in higher education: The importance of feedback. Journal of Education and Practice, 8(15), 112-120.

Race, P. (2007). The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching, Assessment and Academic Supervision. Psychology Press.

Falchikov, N. (2005). Improving assessment through student involvement: practical ideas for higher education. Routledge.

Orsmond, P., Merry, S., & Reiling, K. (2004). Implementing e-assessment to support student learning. Active Learning in Higher Education, 5(1), 61–73.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.