Blended Learning

uild on this to provide a supportive and open environment which is monitored and grounded in established
criteria and standards.
Technology can assist in the management of peer and self assessment, particularly when dealing with large
numbers of students. For example;
‣ ¾ Self and peer assessment tool – using your course site on Learning@Griffith you can set up an
assessment task for either self or peer assessment or both. The tool enables students to submit work (by
either responding to a question online in essay format or by uploading a file), and then for themselves
and/or their peers to evaluate according to set criteria. You can include examples of model answers to
support students in making their assessments, and can choose from a range of other options such as
anonymity, number of markers per submission, etc. Feedback is then available to each student via the My
Grades link in Learning@Griffith.
‣ ¾ SAGE (Student and Group Evaluation) tool – aims to provide you with an easy tool to set up and
manage the process of obtaining, collating, and sharing self and peer feedback regarding group work.
It allows you to design a range of different self and/or peer assessments in relation to group work,
including:
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Self evaluation of own group work performance, or evaluation of own group;
Peer evaluation of other group members;
Self and peer evaluation within own group, or;
Peer evaluation of another group or groups.
For more comprehensive information on self and peer assessment, including introductory
guides, references to resources, and case studies, visit:
http://www.griffith.edu.au/gihe/teaching-learning-curriculum/assessment/peer-selfassessment
For more information on the self and peer assessment tool, including user guides for staff
and students, visit:
Ü Blended Learning Support site > Using Learning@Griffith > Assessment tools >
Self and peer assessment
For more information on SAGE, visit:
http://www.griffith.edu.au/__data/assets/pdf_file/0004/134374/SAGE1.pdf
Plagiarism
The issue of plagiarism is best addressed from the broader perspective of academic writing and integrity:
what is academic writing? how does it differ from other forms? what does it mean in a university context?
and how do we do it appropriately? This is particularly important for students in their first year of study.
Many students simply don’t understand what plagiarism really means and they haven’t yet developed the
skills required for academic writing. Remember some students have come straight from high school where
conventions might be different, or have come as mature age students who have had very little experience in
formal writing work. There is a range of ways in which you can support students in learning about academic
writing and how to avoid plagiarism.
40 Getting Started with Blended Learning