Okay, everybody thank you so much for your questions in the week five Q&A thread. We are here today to answer the top ones and we have had some good questions. The first one is about what frameworks are helpful for thinking about self assessment and peer assessment exercises. There's two aspects to it. It's about, how do we actually design activities effectively, to incorporate that and what are some of the approaches that might be used in an institution? Who do we turn to for help? That kind of thing. And that was by anonymous. Thank you, anonymous. >> Okay. So let's start with the first question. When to use peer and self-assessment. >> Mm-hm. >> I have use them in terms of thinking about your assessment task, when do you want your students to give peer feedback to one another. So if you have a large assessment task at the end, maybe you want to build in an activity early on in the semester where they can share some of their ideas and thoughts so there's two ways of doing it. You can do it a little bit more formally. >> Mm-hm. >> Where you have the students actually potentially even write up a draft of their assessment. You match them maybe with a group of three or just in pairs, and they have to share it to one another and you provide a rubric for them to follow and use to give feedback to one another. And then they draw on that feedback to revise it and submit their final assessment task. Or you can keep it more informal, where the students know the main assessment task. But at the beginning of the semester, or even part way through the semester, all they need to start doing is thinking about it, thinking about the ideas around it. So it again, in a peer review setting they can say, Emmet, I'm going to tackle this history paper by looking at World War II and specifically I'm going to be looking at these particularly aspects of it. What do you think? That sort of thing. >> Well, I was going to say they may be actually contributing to a grade or they may not. I know I have done a lot of peer review throughout that sort of process in the formative way like you've just said, which isn't necessarily assessed. >> That's right. >> But also, sometimes, I think having students assess each other is a really good way to understand their, or I should say, get a picture of their understanding of the assessable criteria as well. Because they're actually giving that sort of overview to themselves. And what people have actually found, some colleagues who have done this is that the marks generally pretty close, sometimes even under what the lecturer has given them, so it's actually a great skill building exercise to have them build the ability to interpret accessible criteria. >> Uh-huh. >> And have a bit of understanding where the gradings come from, what to aim for when they're doing their assessments. What to focus on, that kind of thing. >> And that relates to self assessment as well. So if you provide your rubric you are going to use but you actually ask the students to use it. And to self assess their own work and then submit that in terms of how they thought they did using that rubric- >> Yeah. Again because you're asking them to apply the rubric to their own work. They have to go and look at the criteria and they have to go and look at the standards and see how their work applies to it, and I think that's very valuable as opposed to just saying, here's a rubric, you might want to look at it. But it really depends on your context. So in some contexts it might be appropriate to have them do the self-assessment or the peer-assessment. In some contexts it's not. It might be considered busy work. It might be considered that extra work on top of the rest of the work load they already have. So you have to be very conscious that giving peer reviews and peer assessment, even during the self-assessment, does take time. >> It's a balance. >> It's a balance, It's an activity as part of your course, along with many other things that you might have. So in some courses, you might want to build it in, and in some courses you might not want to build it in. So I think it's having that holistic view that >> And who to turn to for help within an institution? I would probably start talking to your learning and teaching department to get >> If you have one. >> If you have one, to actually get an idea about what tools or strategies they may already have experience with. And that's probably a good place to start and even some online support forums, etc. Maybe post a question in one of the forum here? >> Mm-hm. >> See what actually happens. >> See what other's are doing. >> Thanks.