One of the 'additional' modules that sought our advice was Human Physiology - School of Life Sciences. Within that module the students were already engaging in peer assessment.
The peer assessment activity brought many learning opportunities but some of the hoped for time savings were lost with students immediately questioning the marks given by their peers.
Staff were engaged in time consuming activity associated with moderating the marks.
ESCAPE involvement sought to support the existing work but use technology to drive more reflection, try to get the to students' understand their strengths and areas for improvement and also require the students to present a considered and evidenced-based argument where they believed they were over or under marked.
The use of a web based data collection facility (offered by the ESCAPE project) provided some great data, encouraged the learning and also saved staff time.
The story was presented as a poster at the Fifth International Blended Learning Conference and represents a really good example of ESCAPE in practice.
Poster can be found here
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