Chatzigavriil, Athina, Foley, Geraldine and Fernando, Renuka
GV100 e-assessment pilot study.
The London School of Economics and Political Science, Learning Technology and Innovation, London, UK.
This study evaluates the GV100 pilot – a timed, on-campus, invigilated, formative exam at LSE led by Learning Technology and Innovation (LTI) and the Department of Government. The pilot required that students use their own computers and further incorporated a self and peer review process that took place subsequent to the exam. This study investigates how students’ reflections of their own work, combined with the peer review process based on specific marking criteria may affect performance. It additionally captures evidence on how best to facilitate the development of assessment and feedback with technology practices at LSE.
The GV100 pilot was carried out in formative assessment context and provided an opportunity to test the Exam4 and Moodle-TII PeerMark software. Moreover, the pilot allowed academic and academic support staff to examine the effect of self-reflection and peer-review processes on learning and performance outcomes. Finally, the GV100 pilot offered an opportunity to reconsider and adapt existing evaluation frameworks and relatedly, placed a new and concentrated emphasis on feedback.
The findings highlighted a general appreciation for peer-assessment practice as a process via which students could get a broader view of topics covered while further contextualizing their own work in relation to their peers. This seemed to allow students to get a better sense of standards and criterion of quality. With regards to typing versus handwriting exams, students displayed a general willingness to engage with typed exams but the views in this regard were mixed. Some students for example, felt that handwriting invoked a more critical thought-process and led to a more clarified focus on analysis.
From a technical perspective, the Exam4 software fulfilled its purpose and proved easy to navigate; the Moodle-TII PeerMark feature in contrast, was not a reliable feature. The pilot also highlighted the importance of ensuring appropriate exam spaces for invigilated e-assessment; WiFi capabilities and power sockets must be available to ensure technical issues are mitigated.
This report details the views of the teacher and students involved with the GV100 pilot while further providing the views and experiences of LTI staff involved.
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