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Center for Excellence in Teaching and Learning

Using Self and Peer Evaluation as Alternative Grading Approaches

Bridget Kies is an Assistant Professor of Film Studies and Production at Oakland University. This piece is part of a series of OU faculty sharing   alternative grading approaches .

Faculty often lament the amount of time spent providing feedback compared to the amount of time students spend reviewing that feedback. In the age of learning management systems like Moodle, the student can simply log in and see a grade, without bothering to read the feedback or to download a carefully marked-up assignment the faculty member has thoughtfully attached. In the pre-digital homework era, my colleagues and I joked about spending hours adding comments to an essay, only to watch the student immediately flip to the last page to see the grade. 

Faculty frustration at feedback has existed for years, long before the age of Moodle, but the problem isn’t always reticent students. A 2016 study on undergraduate psychology students, for instance, found that students were appreciative of faculty feedback but lacked an understanding of how to implement it - when they even understood it in the first place. Many of the students in the study expressed that the language faculty used was “posh” and inaccessible and that references like “weak paragraph structure” were too abstract to be of use. 

Because of findings in studies like this, scholars of pedagogy have suggested faculty shift their mindsets about qualitative feedback. David Nicol argues that faculty think of feedback as yet another lecture opportunity - a monologue at the students - and advocated instead for a dialogue-focused process in which both students and faculty share their feedback on a project. The recent rise in popularity of alternative grading makes it timely to revisit the idea of dialogic feedback. 

Instead of faculty spending hours producing feedback, a more effective model is one in which students evaluate themselves and their peers first, before faculty even touch their work. Not only does this save faculty time and labor, but it is better for students because it gives them an opportunity to critically examine their work and that of peers and to provide evaluation in terms they and their peers understand. In this teaching tip, I outline some of the strategies I use for self and peer evaluation as an alternative to traditional faculty-driven feedback and grading.

Self Evaluation

Prior to a major assignment, such as a long essay or presentation, I work with students to review the assignment prompt and course learning outcomes. I ask students to think about what is reasonable to evaluate in the assignment based on these items. For example, if the learning outcome for the course says students will know how to correctly use technical film terminology, should we expect a student to use specific terms like long shot in their presentation? If they use general language ( the camera is far away ) or use terms incorrectly, do we consider that a weakness in the presentation? Together we formulate a rubric for evaluation. This rubric is then used by the students to evaluate their own work. Often we also include questions that give students a chance to expand on their evaluation: What do you think was the strength of your project? What do you think was your project’s greatest weakness? With more time, how would your project have evolved?

My job then becomes telling students whether I agree with their evaluation of themselves and their work, rather than spending hours trying to figure out what pieces of advice to offer each individually. It also helps the student take ownership of the idea of learning and improving because their job is now to identify strengths and weakness and make suggestions for revision, rather than passively receiving my suggestions.

Peer Evaluation

Peer evaluation can also be an effective alternative to grading. Peers can use the same rubric to evaluate each other during projects that are shared in class, such as presentations or essays that are peer-reviewed. 

I also solicit peer evaluations for any major project that involves group work. Each member of the group is asked to evaluate everyone in the group - including themselves. This is a chance for them to report any potential problems the group has had (such as one student abandoning all work), but it is also an opportunity for them to think about how the collaborative process has contributed to the assignment outcome. These peer evaluations are never a whole substitute for my grading or feedback, since personal problems that I’m not aware of may skew the evaluations students give each other. But by comparing multiple peer evaluations, I can quickly get a sense of how the students view each other’s work, and in turn students can easily see a weakness in their project is indeed a weakness, agreed upon by many, not just the faculty member’s petty obsession.

Using self and peer evaluation moves the focus away from a top-down model in which students are passive recipients and away from the frustrating tradition of faculty exhausting themselves to provide feedback to students who don’t use it. Self evaluations give students an opportunity to think more critically about their own work; peer evaluations help students stay focused during group projects and allow them to learn by receiving multiple instances of similar feedback. These are just two of the interrelated ways I approach alternatives to traditional grading and feedback.

Nicol, David. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35, no. 5 (2010): 501-517.

Winstone, Naomi E., Robert A. Nash, James Rowntree, and Michael Parker. “‘It’d Be Useful, but I Wouldn’t Use It’: Barriers to University Students’ Feedback Seeking and Recipience.” Studies in Higher Education 42, no. 11 (2017): 2026-2041.

Save and adapt a Google Doc version of this teaching tip.

About the Author

Bridget Kies is an Assistant Professor of Film Studies and Production. She teaches courses on film history and gender/sexuality in film and media. Outside of the classroom, Bridget is co-host of the Cabot Cove Gazette, a weekly podcast about the iconic 80s TV series Murder, She Wrote.

Others may share and adapt under Creative Commons License CC BY-NC .  View all CETL Weekly Teaching Tips . Follow these and more on Facebook , Twitter , and LinkedIn .

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Media Hopper Create (Moodle)

The guides on this page are for using Media Hopper Create in Moodle

Adding content from Media Hopper Create to the Moodle Media Gallery

This note shows you how to create a link to the Media Hopper Create Media Gallery within Moodle. It also covers adding content to the gallery which can be shared with specific Moodle users.

Adding content from Media Hopper to the Moodle Media Gallery

Document reference: 3857

Adding content from Media Hopper Create to a Moodle course

This note covers adding media content from your Media Hopper Create account to a Moodle course.

Adding content from Media Hopper to a Moodle course

Document reference: 3858

Creating a media assignment in Moodle

This note covers creating a media assignment in Moodle to allow students to submit their Media Hopper Create files for feedback or assessment. 

Document reference: 3859

Installing the Desktop Recorder via Moodle

This note covers how to install the Media Hopper Create Desktop Recorder directly from within Moodle on your Windows or Mac desktop computers. 

Document reference: 3860_v3-2021

Creating presentations and lectures via Moodle using the Desktop Recorder

The CaptureSpace Desktop Recorder is a simple application that can be launched via Moodle to capture your screen, a presentation, webcam(s) and voice. This note will show you how it can be launched and used directly from within Moodle. 

Document reference: 3861_v3-2021

Create interactive reports with new and dynamic graphs in Moodle 3.2

The creation of a brand new graph library in Moodle 3.2 allows users to generate advanced and interactive reports with ease.

In Moodle 3.2, graphs and charts are interactive, dynamic and responsive to your device, scaling to fit your screen.

Chart.js has been chosen for the next generation graph API backend because of its clean-cut aesthetics and responsive scaling to screen size.

Here are some of the functionalities you would want to know about the brand new graph library:

Graph and charts available for more activities

Moodle 3.2’s new graph and charts allow users to view class results, attendance, surveys and reports.

More accessible

There is an accessibility option of viewing graph information in a summarised list format for those that can’t distinguish values displayed on graphs.

The display of graphs in 3.2 is far more visually pleasing and interactive. When a user hovers their mouse over variables in a graph it displays the summarised information in a tooltip. Again, data is also presented in a table for accessibility.

The graph colours have also been hard coded for accessibility.

Core and new graph library available

Furthermore, all the charts which are currently available in core will be integrated into the new Moodle 3.2 graph library.

• To preview the brand new graph library and how it all works in Moodle 3.2, view our explainer video below.
• To download Moodle 3.2: download.moodle.org
• Download Moodle 3.2 graph explainer poster here.
• Join the conversation on social by using #MoodleBoost
• View all of Moodle 3.2 new features:  https://docs.moodle.org/32/en/New_feature

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This is one of many help and support pages that are available about the University of Nottingham's Moodle online learning environment. If you have any questions or queries concerning Moodle then contact information is at the bottom of every page.

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Moodle Assignment: Marking and uploading feedback/marks in bulk

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Moodle Help & Support (Staff)

This refers to Moodle 3.2 from September 2017 onward.

Please ensure within the Moodle assignment settings that Offline grading worksheet and Feedback files tickboxes have been checked. 

In a nutshell, the steps are :

Step 1. Download files from Moodle assignment. Unzip. Keep the files in a specific folder.

Step 2. Use Track Changes in Word or a PDF annotator or similar to add your feedback to the files

Step 3. Zip the files back into a zip folder

Step 4. Upload the zip folder to Moodle

FULL INSTRUCTIONS

Downloading assignments to your computer

A pop-up message will appear asking if you want to lock all selected submissions. Press OK .

The submissions will now be locked. This is very important to do because if they are not locked then a student can update their submission. 

Preparing offline marking

Go back to your Moodle site and from the Grading action drop-down menu again select Download grading worksheet . A .csv file will download to your computer. 

Marking assignments

Now that you have downloaded all the submissions and the offline grading worksheet, it is time to mark and provide feedback. Open the folder that contain the submissions and you will see that the students who had submitted have their own folders created. Important:  please do not change the naming convention of these folders as this is what Moodle uses to ensure the feedback files are provided to the correct student.  

Go into one of the folders and open the submission. You may wish to add any comments using the Word and PDF commenting tool, or by whatever mechanism you wish to use (by direct annotation using the Android tablets/Surface Pros - see how to annotate on Word using a Surface Pro ). 

You can also add other documents in the folder, for example a marksheet.

Entering Marks 

Once you have annotated the assignment or completed any feedback documentation for an individual student, you may wish to enter the mark for the student in the CSV file. Open the CSV file you previously downloaded; you will see a list of students who are on the module. In column G of the CSV file called Grade you can enter the marks for the students. You can do this all in one go or spread it out over time as long as you save the CSV to your computer. For large cohorts you may wish to use the sort data in Excel to help manage the marks and submissions. To do this click on the Sort & Filter button in Excel. 

Uploading feedback

A new page will load which lists what changes you’re intending to make. Click the Confirm button. 

A new page will load which confirms what has been changed. Click the Continue button. 

The student information table will appear. Scroll to the right and within the Feedback files column you will see the feedback documents have been uploaded to the correct students. 

Returning the marks in bulk

Releasing all marks to students at once

Check the tick box beneath the Select column on the table. This should then check the boxes of all students. 

A pop up box will appear asking Set marking workflow state for all selected submissions? , press OK . 

When you have selected Released and decided whether to notify the students press the Save changes button.

Similar tutorials

The following other resources are also relevant to this topic:

• moodle_help
• moodle_grades
• moodle_assessment
• moodle_assignment
• moodle_groups
• moodle_rubric
• media_assignment
• moodle_assignment_video
• moodle_groupings
• moodle_activity
• mooodle_feedback

Queries, comments or questions?

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Documentation

Note: You are currently viewing documentation for Moodle 2.2. Up-to-date documentation for the latest stable version is available here: Assignment module .

Assignment module

• Managing activities
• External tool

The assignment module allows teachers to collect work from students, review it and provide feedback including grades. The work a student submits is visible only to the teacher and not to other students.

• Assignment settings
• Using Assignment
• Assignment FAQ

Students can submit any digital content (files), including, for example, word-processed documents, spreadsheets, images, audio and video clips. Assignments don't necessarily have to consist of file uploads. Alternatively, teachers can ask students to type directly into Moodle using an online text assignment. There is also an offline activity assignment which can be used to remind students of 'real-world' assignments they need to complete and to record grades in Moodle for activities that don't have an online component.

Assignment types

There are 4 types of assignments:

• Workshop module allows peer to peer evaluations
• Using Moodle single file upload vs. advanced uploading forum discussion
• Activity modules

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• Latest News

Royals Could Get Much-Needed Offensive Help As Slugger Begins Rehab Assignment

Jackson roberts | sep 4, 2024.

• Kansas City Royals

Not much has gone right for the Kansas City Royals this week.

Losers of seven straight entering play Wednesday, the Royals' usually-potent offense has gone stone cold. Everything changed when first baseman Vinnie Pasquantino broke his thumb on Thursday in Houston, but there have been other key losses on offense as well.

On Aug. 25, right fielder Hunter Renfroe went on the 10-day injured list with a strained right hamstring. In the time since Renfroe's injury, the Royals have averaged just over 3 1/2 runs per contest, and have lost eight of 11 games.

Though the Royals have done everything they can to retool on the fly, adding veterans , it's hard to replace a steady contributor who's been around all season. Thankfully, though, it appears Renfroe is close to a return.

On Wednesday, the Royals announced on X that Renfroe would begin a rehab assignment with the Double-A Northwest Arkansas Naturals. He will report to Springfield, Missouri, where the Naturals are taking on the local St. Louis Cardinals affiliate.

Renfroe's overall numbers in 2024 aren't eye-popping, but the righty has been very solid after a dreadful first month. Since May 12, Renfroe has a .282/.357/.467 slash line, with 24 extra-base hits and 34 RBI in 64 games.

For the season, Renfroe's offensive numbers are barely below league average. He has a .710 OPS/96 OPS+ in 104 games. But if the Royals can get the version of Renfroe back that helped keep the offense ticking all summer, they'll be in a much better place.

There is no telling yet how long Renfroe's rehab assignment will be, but fans seem to hope it will be a quick one. The sooner Kansas City can put a trusted bat back in the lineup, the better.

More MLB: Ex-Royals All-Star Blasts MLB Pitchers' Control Issues: 'It's Driving Me Nuts'

JACKSON ROBERTS

Jackson Roberts is a former Division III All-Region DH who now writes and talks about sports for a living. A Bay Area native and a graduate of Swarthmore College and the Newhouse School at Syracuse University, Jackson makes his home in North Jersey. He grew up rooting for the Red Sox, Patriots, and Warriors, and he recently added the Devils to his sports fandom mosaic. For all business/marketing inquiries regarding "Kansas City Royals On SI," please reach out to Scott Neville: [email protected]

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Red Sox designate Bobby Dalbec for assignment

• Updated: Sep. 08, 2024, 12:14 p.m.
• | Published: Sep. 08, 2024, 10:10 a.m.

The Red Sox designated Bobby Dalbec for assignment Sunday. (Katie Morrison-O'Day / MassLive) Katie Morrison-O'Day

• Christopher Smith | [email protected]

BOSTON — The Red Sox designated Bobby Dalbec for assignment Sunday.

Once Boston’s starting first baseman, Dalbec struggled to make contact and spent most of the past two seasons at Triple-A Worcester .

“If you look at the swing and miss percentages, he’s up there,” manager Alex Cora said. “He’s still a good player. Good defender. Has some pop. He’s a good athlete. So we’ll what happens in the upcoming days and then we’ll know more.”

If Dalbec clears waivers (meaning no other team claims him), the Red Sox would be able to outright him to Worcester where he would not be on the 40-man roster. He is eligible for minor league free agency this offseason if he still remains off the 40-man roster once free agency begins.

He crushed 25 homers as a rookie in 2021. Since then, he has batted just .198 with a .269 on-base percentage, .330 slugging percentage, .599 OPS, 14 homers, 13 doubles, two triples, 48 RBIs, 41 walks and 198 strikeouts in 175 games (499 plate appearances) games for Boston. The 29-year-old right-handed hitter has a 36.8% strikeout percentage in the majors, punching out 384 times in 1,044 plate appearances.

Dalbec, a 2016 fourth round pick out of Arizona, batted .255 with a .341 on-base percentage, .492 slugging percentage, .833 OPS, 19 homers, 17 doubles, one triple, 64 runs, 59 RBIs, 41 walks and 132 strikeouts in 85 games (364 plate appearances) for the WooSox this year. He appeared in 37 games for Boston this year, slashing .133/.217/.193/.410 (93 plate appearances).

Cora was asked if Dalbec could benefit from a change of scenery.

“I hate to say that, right, but it’s happened before,” Cora said. “Like I said, let’s see what happens in the upcoming days and we’ll know more.”

Boston designated Dalbec to clear a spot on the 40-man roster for right-handed starter Richard Fitts who will make his major league debut Sunday . Boston cleared a spot on the active roster for Fitts by optioning righty reliever Chase Shugart to Worcester.

RECOMMENDED • masslive .com

Red Sox to promote Richard Fitts, starter from Alex Verdugo trade Sep. 7, 2024, 9:47 p.m.

Red Sox veteran ‘couldn’t be more high on’ superstar prospect Roman Anthony Sep. 11, 2024, 5:26 a.m.

The Red Sox acquired Fitts from the Yankees in the Alex Verdugo trade last offseason . The 24-year-old has a 2.38 ERA (34 innings, nine runs) over his past six starts for Worcester.

Overall, the 6-foot-3, 230-pounder is 9-5 with a 4.17 ERA and 1.28 WHIP in 24 outings (23 starts) for the WooSox. He has 111 strikeouts and 37 walks in 116 ⅔ innings. Baseball America ranks him Boston’s No. 15 prospect.

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Digital Education team blog

Ideas and reflections from UCL's Digital Education team

Feedback Tracker Report

By Jason R Norton and Eliot Hoving, on 10 September 2024

Next week the Digital Learning Environments team will launch a new Feedback Tracker Report in Moodle. This report will show students the status of their assessments and feedback and is inspired by the manual feedback tracker created by the School of Pharmacy in 2023.  

Please note you can click on any image in this blog post to expand the image.

The initial release will only display the following Moodle activities:  

• Moodle Assignment  
• Turnitin Assignment  
• Moodle quiz  
• Moodle lesson (where graded)  
• Moodle forum (where graded)  
• Moodle Grade items  

Student View  

Students will access the Feedback Tracker Report via the Feedback tracker link on the Moodle dashboard or via their user profile menu – both access options are illustrated.  

Access via the Moodle dashboard  

Access via the user profile menu    

The Feedback Tracker Report gives students a personalised view of their assessments. If a student has adjusted submission times, the adjusted submission times will be shown to them.  

The report displays all courses that a student is enrolled upon, showing all assessments that are not set to be hidden from students.   

If an assessment has been categorised as summative or formative, either manually or by using the Marks Transfer feature, this information will also be displayed.  

For each assessment, the following information is shown:  

• Assessment Name: displayed as a link to the assessment.  
• Submission Date: The date the submission is due. If a student has an extension, their individual submission date will show.     
• Student Submission indicator:  
• Submitted (green) = student submitted before the assessment due date.  
• Submitted late (yellow) = student submitted after the assessment due date.  
• Overdue (red) = student has not submitted, and the assessment due date has passed.  
• Feedback Due date: This date is based upon UCL’s academic policy on Assessment feedback requirement that feedback should be delivered within 20 UCL working days excluding all UCL holidays.   
• Feedback Status Indicator: The Feedback indicator will display:   
• Released (green) = Feedback has been released within 20 working days from the assessment due date.  
• Released late (yellow) = Feedback has been released but it took longer than 20 working days from the assessment due date.   
• Overdue (red) = Feedback has not been released and more than 20 working days has passed from the assessment due date.  
•   Staff can add the following information to their course assessments via the configuration page:  
• Feedback method – the kind of feedback being returned e.g. written, oral, video, in-class. This helps signpost the different kinds of feedback students are receiving.   
• Contact – a staff contact point for students.  
• Additional information – any note relevant to students, for example you could explain that cohort feedback was provided in a Moodle forum post and link to that post.   

Staff View  

Staff will be able to view a course level Feedback Tracker Report by going to the Reports tab for any Moodle course and clicking the Feedback tracker link as illustrated below. From this view, staff will be able to select to view as a course administrator or view as a specific student on that course. Staff will only see assessments for the course that they are accessing.  

Administrator feedback tracker configuration page  

Every course will have its own Feedback Tracker configuration page. From this page course administrators and tutors will have a full unfiltered view of the assessments on the course and will be able to select overrides on features such as visibility. Course administrators will also use this page to add any of the free text fields that are available into the report.  

From this page, Course Administrators can:  

• Hide assessments from the Feedback Tracker Report, these will still appear on the course but won’t appear in the student report. This allows staff to focus student attention on the most important assessments.  
• Indicate where an assessment has received cohort feedback. This will change the feedback status for the assessment to “Released”. 

Future Developments  

The Digital Learning Environment team will continue to work on the Feedback Tracker Report including:  

• Early life support and bug/issue resolution as required.  
• Developing a staff version of the reporting dashboard that will contain additional information. The team will be working on the specification within our next Agile termly increment.  
• Add additional functionality to the feedback tracker report e.g. the ability to bring other non-Moodle assessment information from SITS.  

If you have any questions or feedback, please contact the Digital Education team via MyServices .

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Moulton College Moodle

Moodle is no longer supported.

You can find the new Student Hub at:  https://moultoncollege.sharepoint.com/sites/StudentHub

Moodle will be offlined December 2024 entirely. Do not use this space going forward into the new academic year.

For any queries or questions please contact Sam Cullis in ILT Curriculum Support.

If you require materials from previous academic years, please contact Sam Cullis in ILT Curriculum Support.

What’s On and Other Information

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