Collaborative writing in divergent disciplines |
"Essay Writing with Peer Reviewing and Marking"
Dr. Quintin Cutts, University of Glasgow, UK
"Shakespeare: Page Stage Screen"
Dr Nandini Das & Stuart McGugan, University of Liverpool, UK
Expert facilitator: Catherine Owen, University of Strathclyde, UK - Download review
Please download case study texts by both authors by clicking the links below.
Read the Cutts case study (Download will open in a new window)
Overview:This case study examines a coursework assessment design, largely formative, aimed at improving students’ writing and reviewing skills. The assessment makes use of an on-line assignment system that supports essay submission, blind reviewing of those essays by students, and then blind summative assessment of the reviews again by students. Students additionally write a formal response-to-reviewers, and then summatively assess these.
The students are required repeatedly to evaluate the arguments of other students in essays, in reviews, and in response-to-reviewers and compare them with their own viewpoints. The aim is to move them from a Perry-like stage where only their view counts and there is only one correct viewpoint, to a higher stage where multiple viewpoints are valid and they need to find their own position within them. Rather than relying on staff to make judgements, they need to take a step forward in practising and employing their own ability to make judgements about work.
This case study fits into Theme 2, Great designs for assessment. It is ideally fitted to the overall conference title of Assessment Design for Learner Responsibility, since engendering a responsible attitude among the students is a key attribute of the design.
Read the Das and McGugan case study (Download will open in a new window)
Overview: This case study reports on an English assessment where editorial teams of students work with a passage from a Shakespearean play and prepare the text either for publication in a modernised, scholarly edition, or for a modern theatrical performance. The assessment demands that the results be presented in the form of the annotated ‘edition’ of the chosen passage and a properly referenced, 3000-word commentary on editorial and directorial decisions. Introduced in the academic year 2005-2006, the assessment represented significant innovation in a research led School which places small group tutorial teaching at the heart of the educational experience. The case illustrates how imaginative assessment design can be used to develop the skills of critical reasoning and independent group decision making.
Session details
A chat session was held here with the Authors and Expert facilitator on the 31st May from 09:00 - 10:00 UK time (BST). You may view a transcript of this chat from the link below.
Chat transcript - Collaborative writing in divergent disciplines
The discussion forum will be open throughout the conference, and can be accessed through the 'Join the discussion' link below.
Use the 'Join the Discussion' link to view all the posts for this session. As a taster, below are the last 5 posts for this session's discussion fora.
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