Planning for Learning by Evaluation (LbE)

5 Top Tips for planning a great Learning by Evaluation session with RM Compare

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Like all good solutions, Learning by Evaluation (LbE) has a clear problem it is seeking to solve, specifically how do we help students to understand assignment expectations? How can we provide students with meaningful examples of learning that are scalable across classes, and which do not add to teacher’s workload?

Just as the nature of student assignments vary, so do the approaches to LbE. There are however some key principles that, if adhered to, should help you to get the most out of the approach.

Remember in all Learning by Evaluation session we are trying to achieve 3 things, AKA 'The LbE 3'

  1. We are trying to empower students to learn independently,
  2. And understand what good quality work looks like,
  3. So they can improve their own learning outcomes.

Employ some right to left thinking

We have seen Learning by Evaluation being used in a huge number of contexts. The most successful sessions are the ones that have thought carefully about their objectives, and how they will measure their success.

Learning by Evaluation should be a cog in a bigger wheel

LbE is just one element of the educator’s toolkit. As such it needs to be crafted into wider considerations of curriculum and lesson planning.

Items matter – but perhaps not in the way you think

Research seems to tell us (and we are still learning on this) that no particular item-profile works better than others. In other words, loading the session with only ‘good’ exemplars is no more successful than a session full of ‘bad’ ones. In fact, it seems that a good range is most likely the best approach. What does seem to be important however is to present the work in a way that encourages and enables the students to make quick judgements (e.g., more visual content).

More than just a judgement

An RM Compare session can be set up to allow students to not only make judgements but to also explain the reasoning behind their decisions. Our initial research indicates that this may encourage deeper learning.

When aggregated, the feedback can also provide deeper insight to the instructor.

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