{"id":6685,"date":"2018-02-23T09:30:07","date_gmt":"2018-02-23T09:30:07","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=6685"},"modified":"2018-08-03T16:18:06","modified_gmt":"2018-08-03T15:18:06","slug":"canvas-highlights-3-peer-assessment","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/02\/23\/canvas-highlights-3-peer-assessment\/","title":{"rendered":"Canvas highlights 3. Peer Assessment"},"content":{"rendered":"

\"Canvas<\/a><\/p>\n

[note: this post has been updated to reflect a terminology change on the Sussex Canvas VLE, to align it to Sussex terminology]<\/span><\/p>\n

Continuing our Canvas highlights series, this week we are looking at peer assessment. In Canvas it is possible to set \u2018Assignments\u2019 to enable students to mark and review each other’s work. In addition, the \u2018Discussion\u2019 tool can be used to enable peer assessment. As with quizzes, peer reviewed assessments can be scheduled to open and lock at certain times and can be assigned to multiple groups, allowing for reasonable adjustments or to organise students by seminar or workshop groups. These peer reviewed assignments are quick to set up and the many different settings allow you to tailor the assessment to your module.<\/span><\/p>\n

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\"Peer<\/a><\/p>\n

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Notable features:<\/span><\/p>\n