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Maximum number of submission attachments - if set to none then students will need to paste their submission directly into a Moodle text field and, since Workshop does not have autosave, you may need to suggest they draft elsewhere and paste into Moodle. Alternatively you can allow files, in which case let students know how many you expect and in which format.

Submission attachment allowed file types - leaving this field blank allows students to upload all file types. Clicking choose allows you to create a list of allowed file types for student submission.

Late submissions - if late submissions are allowed there is no way to automatically allocate peer markers to them. You'll need to to manually allocate markers to these late submissions, or mark them yourself.

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Once you turn on the Closed phase then the students can see any grades or comments they have been left by the other students. This is also the end of the process.


Info
titleFurther help

Further guidance on Workshop is available from moodledocs.

If you find any inaccurate or missing information you can even update this yourself (it's a communal wiki).

If you have a specific question about the tool please contact the Digital Education team.

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Examples and case studies

Questions and answers

What students do?

See this brief separate guide for students using the Moodle Workshop activity.

Further information

References

  • Bloxham, S., & West, A. (2007). Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12(1), 77–89.
  • Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35(5), 551–564. 
  • Covill, A. (2010). Comparing Peer Review and Self-Review as Ways to Improve College Students’ Writing. Journal of Literacy Research, 42(2), 199–226.
  • Falchikov, N., & Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70(3), 287–322.
  • McConlogue, T. (2012). But is it fair? Developing students’ understanding of grading complex written work through peer assessment. Assessment & Evaluation in Higher Education, 37(1), 113–123.
  • M.cConlogue, T. (2014). Making judgements: investigating the process of composing and receiving peer feedback. Studies in Higher Education, 1–12. 
  • Milne, R., (2013). Peer review of virology essays. Available from: https://www.ucl.ac.uk/teaching-learning/case-studies-news/assessment-feedback/peer-review-of-virology-essays
  • Nicol, D., (2007). Peer Evaluation in Assessment Review project. Available from http://www.reap.ac.uk/PEER.aspx
  • Nicol, D., (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517.
  • Orsmond, P. (2004). Self- and peer-assessment: guidance on practice in the biosciences. Leeds: Centre for Bioscience, Higher Education Academy.
  • Sadler, D. (2010) Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.

  • Saito, H., & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research, 8(1), 31–54..
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
  • Sorensen, E. (2013). Experiences of using peer assessment in a 4th year design module. Available from:  http://www.ucl.ac.uk/teaching-learning/case-studies-news/assessment-feedback/peer-assessment-chemical-engineering
  • Topping, K. J. (2009). Peer Assessment. Theory Into Practice, 48(1), 20–27.
  • Yorke, M. (2003). Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.

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