3.3.+Perspectives+on+marking+and+reporting+Web+2.0+assessment

=**Student and staff perspectives on marking assignments that use the social web and reporting results**:=


 * Challenges of marking personal, reflective, or collaborative writing**

Student authoring in Web 2.0 activities can involve writing that is personal, reflective, or collaborative. These features of Web 2.0 authoring can create challenges during the process of marking students' work. For instance:






 * Peer review and marking**

In many of the case studies we conducted, students were expected to review their peers' work and in some cases the peer review results contributed to students' final marks for that assignment. In cases where peer review contributes to students' grades, academics need to ensure they have sufficient processes in place to factor judgements and feedback by students' peers or third parties into deciding students' final marks:






 * Using appropriate rubrics and criteria and ensuring fair assessment**

During the marking process it was important that lecturers used appropriate rubrics and criteria, and that the marking process was equitable and fair to all students. This is, of course, a key component of all university assessment. However, given the assessment challenges outlined above, it is particularly important to ensure innovative assessment tasks involving social web activities are graded in a fair and consistent manner, and that there are processes in place to ensure academic integrity. Students and staff commented:






 * Communicating results, providing feedback, and closing the loop**

The marking process involves not only judging and grading students' work, but also communicating the results of that judgement to the students. Lecturers need to consider the purpose of this communication process: Is it to "close the loop" for students? Or is it to provide students with constructive feedback that they can make use of in the future? How will particular aspects or affordances of the social web be used to best advantage during summative assessment and closing the loop with students? In many of the cases that we examined, ongoing formative feedback was embedded in the assignment and provided throughout the semester. Lecturers were also aware of the need to provide students with feedback at the end of the assignment that would inform their future learning, although students did not always feel this was achieved:





Page source: Gray, K., Waycott, J., Thompson, C., Clerehan, R., Sheard, J., Hamilton, M., & Richardson, J. (2011) //Using Social Web (Web 2.0) Activities for Student Assessment: Resources for University Learning and Teaching.// Retrieved from https://web2assessmentresources.wikispaces.com