Inclusive Blended Learning Design – Peer evaluated assignment

In this guide:

• Summary
• Activity 1: Orientation
• Activity 2: Application and discussion
• Activity 3: Peer review and consolidation 
• Activity 4: Submission and assessment

Summary

This design relies on asynchronous peer feedback to help students develop a portfolio of work over a period of time leading up to submission. Using tools like Workflow, students will formatively assess each other’s work following a rubric provided by their tutor. The design enables students to consolidate their learning before it is summatively assessed. 

Duration:

1.5 to 2 hours each week for multiple weeks

Learning outcomes:

• Communicate their ideas or knowledge of a subject or practice
• Express themselves creatively through a variety of tools and methods
• Incorporate feedback while thoughtfully evaluating their own and each other’s work
• Use digital tools and spaces to connect to and work with others.

Activity 1: Orientation 

• Time: 1-1.5 hours over 1 week
• Student interacts with: peers, tutor, content
• Mode: Asynchronous

Activity steps: 

1. The tutor introduces and explains the assignment brief in a recorded video then invites students to share questions in a Moodle Forum. The tutor also explains Workflow, the UAL e-portfolio site where the students will complete their work
2. Students engage independently with the project brief and create the first element of their assignment on Workflow.

Suggested tools and spaces:

• Video recording and PDF 
• Moodle forum
• Workflow.

Facilitation notes:

• The assignment should be one that steadily develops over several weeks, or goes through several draft stages, for example, a research project or gallery site.
• PDF: Clear assessment criteria including a rubric for peer evaluation and suggested ‘rules of engagement.’
• Students may need a tutorial on using Workflow.
• Consider breaking the assignment down into weekly components with peer assessment rubrics.

Activity 2: Application and discussion

• Time: 1.5 to 2 hours over 1 week
• Student interacts with: tutor, content
• Mode: Synchronous

Activity steps: 

1. The tutor further clarifies the assignment and addresses questions at the end of a live teaching session, including ‘rules of engagement’ for peer evaluation.
2. Students are asked to complete another element of their assignment on Workflow. 

Suggested tools and spaces:

• Collaborate Ultra
• Workflow

Facilitation notes:

• Weekly lecture-based discussion activities should feed into the independent work that students are completing on Workflow.

Activity 3: Peer review and consolidation 

• Time: 1 to 1.5 hours each week over several weeks
• Student interacts with: peers, content
• Mode: Asynchronous

Activity steps: 

1. Students contribute several more elements of their Workflow assignment.
2. Students assess each other’s work as each element is completed allowing time for edits to be made.
3. Students reflect on the feedback they receive and make appropriate revisions.

Suggested tools and spaces:

• Workflow
• PDF rubric for peer evaluation

Facilitation notes:

• Decide whether there should be one rubric for the assignment or one for each component.
• Tutor may use their tutorials or scheduled office hours for 1-2-1 consultation with students on the feedback they’ve received.
• Time to assess, respond, and make revisions should be factored into the weekly workload for student.
• Modelling responses may be beneficial, especially for rules of engagement.

Activity 4: Submission and assessment

• Time: 1.5 to 2 hours over 1 week
• Student interacts with: tutor, content
• Mode: Synchronous

Activity steps: 

1. Students submit their final, peer reviewed work online. 

Suggested tools and spaces:

• Moodle Assignment 

Facilitation notes:

• Ensure assignment is set up to accept Workflow submissions.
• Add the rubric block to your Moodle site so that you can include a grading rubric in the Moodle assignment.

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