Self And Peer Assessment Tools For Students’ Performance Improvement

Self and Peer Assessment Tools for Students

Peer assessment tool is the proper tool to assess the performance and assists to improve the students’ performance on a different level. The knowledge level of the students should be judged and measured indeed. The value and the quality of the performance of the students can only grow if they go on to follow the rationale correctly. There are different aspects associated with these tools are very important for the students to identify their mistakes and challenges. This peer assessment tool can be of two types. One is the summative tool, and other is the formative tool. These are the most important self-assessment tools. The self and peer assessments provide the students with the opportunities so they can improve their learning to a new level. The students have to understand the modules as discussed by their teachers and thus only they can perform better in their future. If they can appreciate the modules correctly the students will be able to improvise the tools appropriately for the betterment of the upcoming study. The professors think that the students should receive and give feedback to the professors.

Some experts have suggested that the students are not at all well arranged to take part in the self or peer assessments because they know they have many problems. They will have to tackle these problems firmly and establish themselves in their academic careers. They do not have that proper confidence that is needed to take the active part in the self or peer assessment programs. They are also afraid of their peers in many aspects. Their marking criterion is being hampered by these deficiencies. It can be suggested that these self or peer assessments tools should be introduced in the Higher Education. This will help the students to get better marks in their future perspective of study (Evans 2013).  

It can be suggested from the Taxonomy as discussed by Bloom that a proper framework for the learning of the students should be developed that would include all the courses and modules of their syllabus. The experts have also opined that the students would be able to create their natural and original assignments after they reach the sixth standard (Nordlof 2014). They should believe in the originality of work. Only this way they would become adequately independent in learning the means to create their original work indeed. In the Higher Education of the students, they develop the process of self-learning. They should have developed the skills to understand the works that are to be done. Then only they can be empowered by their abilities to demonstrate what they think of their curriculum. Some of the theories and methods that can be named in this regard are the Socratic Method and Scaffolding theory by Vygotsky (Nordlof 2014). The first method inspires the students to ask the relevant questions about all the things that they have asked. They can learn the essential elements through a proper discussion. This will be helpful for them in relating to their understanding with that of their peers (Boud, Cohen and Sampson 2014). The second theory or method suggests that all the students must have some problems in understanding the initial requirements in the beginning time of their academic careers. As the time flows, they will develop some skills that would help them to understand all the necessary things in the requirements. The experts have also suggested that the students must solve the assessments to improve their performance in the academic sphere (Nordlof 2014). 

Different Aspects of Self and Peer Assessments

As per the UKPSF norms, some important sections like the A2, A3, A4, K3, K5 and K6 are addressed indeed. After assessing all these things, I have concluded formulating the peer assessment form. The students suffer from immense pressure for their academic performance. To minimize it, some important things should be highlighted indeed. The self/peer assessments will be solved as a formative assessment indeed. The students should be able to develop their assessments since it would be critical for them to share the feedback with their peers. However, the final marks given by their peers will not affect their self-assessment programs (Boud, Cohen and Sampson 2014). If they get the low marks, they can go on to justify the reasons for these marks. They can give supporting comments to the portions they feel is not enough good. Those sections could be updated and made better by themselves. These feedbacks would surely enable the students to improve their academic performance to a better level.

MODULE:     Critical Issues in Project Management  2017-2018

Assignment Brief 

For this assignment, you are required to create a Critical Reflective Journal (CRJ) consisting of your investigations into your professional development planning.  The CRJ should be which documents your efforts in pursuing a career in Project Management.   For advice on how to construct the CRJ, please see the accompanying literature in the assessment folder on the NILE site. 

Assessment Task

INPUT TO THE CRITICAL REFLECTIVE JOURNAL: 

• A Personal Skills Audit which shows an understanding of your existing skills in relation to a career in project management; 

• Examples of Competencesyou have gained in previous roles / volunteer activities over the past three years; 

• A Review of your Attributes, Behaviours and Attitudes which have been synthesised into an objective account; 

• A critically evaluated and itemised list of professional/employer requirementsfor a sample range of job related to project management. You must justify their inclusion; 

These must be included in your final document 

THE CRITICAL REFLECTIVE JOURNAL 

• An Introduction which describes an overview of your CRJ based on your own perceptions 

• A workable Action Plandetailing how you will address any specific development needs for: 

1. Personal Knowledge and Skills;
2. Likely Competencies you will need to acquire over the next two years;
3. Positive behaviours you will need to adopt to show that you are capable of working professionally and ethically in project management.

 A Personal Career Development planfor implementation over approx. 2 years 

• Autobiographical excerpts 

• Worked examples of a “Professional Needs Analysis” for: 

• Skills
• Competency
• Personal Development 

Based on the examples provided in the accompanying literature in the assessment folder on the NILE site.

 A current CV which can be based on an existing one or newly created for this assessment 

• A Critical Accountof underpinning literature associated with the inputs to the CRJ 

• Conclusions and Recommendationsbased on your understanding of your personal needs 

 (Remember the more evidence you include in your portfolio from a range of sources the more you will have to discuss in your CRJ)

Writing your CRJ 

You need to use the evidence you have gathered, together with academic support from text books, journals, professional bodies, quality web sites etc to support your discussion and academic arguments. 

It should include reference to professional bodies and authorities in Project Management. 

You must also identify any ethical issues with regards to a career in Project Management and reference to the Code of Conduct. 

It should also refer to the positive benefits of Career Development Planning in Project Management. 

Summative Tool and Formative Tool for Assessments

You must be as honest as possible about what barriers you might face, but you should also include examples of how you might overcome them. 

All references must be in Harvard format 

You need to write this in the first person.   

As befits the nature of academic work and professionalism in Project Management, you must ensure you pay attention to grammar, punctuation and spelling.  It is advisable to include a glossary of terms. 

Where the submission exceeds the stipulated word limit by more than 10%, the submission will only be marked up to and including the additional 10%. Anything over this will not be included in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices and footnotes are excluded from any word limit requirements. 

Where a submission is notably under the word limit, the full submission will be marked on the extent to which the requirements of the assessment brief have been met.

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.  The deadline is set for 23:59 GMT on the date of the submission. The work will be subject to Turnitin anti-plagiarism detection software.  Turnitin checks student work for possible textual matches against internet available resources and its own proprietary database.   

Late submission of work 

If an item of assessment is submitted late and an extension has not been granted, the following will apply: 

• Within one week of the original deadline – work will be marked and returned with full feedback, and awarded a maximum bare pass grade of C-.
• More than one week from original deadline – maximum grade achievable LG (L indicating late).

The University of Northampton’s general policy with regard to extensions is to be supportive of students who have genuine difficulties, but not against pressures of work that could have reasonably been anticipated.  Please refer to Appendix I of the Post Graduate Handbook for advice on extensions.   

Your grade and overall summary feedback will be available in Grade Centre. 

N.B Work emailed directly to your tutor will not be marked. 

Generic Grading Criteria for Level 7 

You will find the generic grading criteria for achievement which underpins the specific assessment at the end of this assignment brief. The generic grading criteria also explains the meaning of the various G grades at the bottom of the grading scale. 

The tutor will provide an online session where key issues of the assessment brief can be discussed.  You will also be given the opportunity to talk to your tutor one-to-one or communicate by email (whichever you prefer). You will be able to submit your ideas which will form part of your completed submission TWO WEEKS before the final submission date.  Feedback on an entire draft will not be commented upon as this is deemed pre-marking. 

Academic Practice and Integrity 

This is an individual assignment. 

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found on: SkillsHub: https://skillshub.northampton.ac.uk/ .  If a case of academic misconduct is suspected the tutor will apply a ZZ grade in NILE.   

https://www.northampton.ac.uk/about-us/governance-and-management/university-policies-procedures-and-regulations/ where under Student Issues you will find detailed guidance on the policy as well as guidance and the form for making an application. Please note, however, that an application to defer an assessment on the grounds of mitigating circumstances should normally be made in advance of the submission deadline or examination date.   

Knowledge and Understanding

1. Identifyand apply appropriate analytical models and conceptual tools and techniques in the analysis of the project environment

Subject Specific Skills

1. Engage in critical, developmental reflection about professional knowledge
2. Produce evidence-based arguments and conclusions

Key Skills

1. Demonstrate an ability to work effectively as an individual and group member in order to carry out tasks linking theory to practice
2. Make discriminating use of a range of learning resources in order to solve project related problems
3. Communicate effectively the solutions arrived at, and the thinking underlying them, in verbal and written form

GENERIC GRADE CRITERIA

These are the criteria required to achieve each classification at:

Level 7

References

Al?Qahtani, A.A. and Higgins, S.E., 2013. Effects of traditional, blended and e?learning on students’ achievement in higher education. Journal of computer assisted learning, 29(3), pp.220-234.

Astin, A.W., 2012. Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman & Littlefield Publishers.

Boud, D., Cohen, R. and Sampson, J. eds., 2014. Peer learning in higher education: Learning from and with each other. Routledge.

Brown, G.A., Bull, J. and Pendlebury, M., 2013. Assessing student learning in higher education. Routledge.

Evans, C., 2013. Making sense of assessment feedback in higher education. Review of educational research, 83(1), pp.70-120.

Knight, P. ed., 2012. Assessment for learning in higher education. Routledge.

Heacademy.ac.uk/ukpsf 2018. UK Professional Standards Framework (UKPSF) | Higher Education Academy. [online] Heacademy.ac.uk. Available at: https://www.heacademy.ac.uk/ukpsf [Accessed 12 Feb. 2018].

Nordlof, J., 2014. Vygotsky, scaffolding, and the role of theory in writing center work. The Writing Center Journal, pp.45-64.

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