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Peer assessment with FeedbackFruits

Thursday, January 30, 2025 12:00to13:00
Online - Zoom

Have you tried using peer assessment in your courses? Peer assessment can help students reflect on their work and learn to provide constructive feedback. This webinar will introduce you to key parameters for designing peer assessment activities and get you started with FeedbackFruits - a tool to manage peer assessment online.

Évaluation par les pairs dans FeedbackFruits

Avez-vous fait l’essai de l’évaluation par les pairs dans vos cours? Cette méthode aide les étudiant(e)s à poser un regard critique sur leur travail et leur apprend comment fournir une rétroaction constructive. Ce webinaire vous fera découvrir les paramètres clés pour l’élaboration d’activités d’évaluation par les pairs et vous offrira l’occasion de vous familiariser avec l’outil de gestion en ligne FeedbackFruits.

Category: 
Mon, 12/09/2024 - 14:02
Source Site: 
/tls

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TLS is committed to fostering an equitable and inclusive campus community. Are there steps we can take to make our events more inclusive and barrier-free? Please email tls [at] mcgill.caĚýat least 48 hours in advance of the event. We will do our best to accommodate requests. |ĚýLe Service de soutien pĂ©dagogique s’engage Ă  favoriser un campus Ă©quitable et inclusif. Ă€ votre avis, quelles dĂ©marches pouvons-nous effectuer pour faire en sorte que nos Ă©vĂ©nements soient plus inclusifs et faciles d’accès? Veuillez envoyer vos suggestions Ă  tls [at] mcgill.caĚýau moins 48 heures avant l’évènement. Nous ferons de notre mieux pour satisfaire Ă  vos demandes.

Â鶹Çř is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.

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