Conference time: -
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 -folder icon Download review

Please download case study texts by both authors by clicking the links below.

folder icon 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.

folder iconRead 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.

folder icon 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.


 Join the Discussion

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.

RE: Are these radical course designs? QuintinCutts | 31/05/2007 15:56
QuintinCuttsWe have plenty of teamwork in our degree (as in most/all computing science degrees - a requirement of professional accreditation) - but it is against the norm to strongly encourage students to voice their opinions openly in class and put it down in w...
Are these radical course designs? CatherineOwen | 31/05/2007 10:01
CatherineOwenOne of the reasons I was particularly interested in the paper from Liverpool is that I am an English Literature graduate and I did no group work at all in my u/g degree. So this looks like a departure from disciplinary norms. Do both of these case ...
RE: Collaborative writing session: Facilitator review mcgugan | 31/05/2007 08:38
mcguganHello Quentin You make a good points about the about student engagement with criteria should you wish to move to final marking by students. I also think certain criteria might be more appropriate for students to work with (at least initially) and...
RE: Collaborative writing session: Facilitator review James Derounian | 30/05/2007 17:01
James DerounianI agree with Fran regarding the importance of generating a 'community of interest' - as a basis for productive group working. It is, after all what we do in life - citizens/work colleagues collaborating pursuit of a common goal. On the other hand.......
RE: Collaborative writing session: Facilitator review FranE | 30/05/2007 16:22
FranEStudents swapping to friendship groups is not a problem in truly distance in-line group work - it's rare for students to know each other. The bigger issue is finding effective ways for establishing groups that supports the group functioning. Ive tri...