{"version":"1.0","provider_name":"Humanities Teaching and Learning Blog","provider_url":"https:\/\/sites.manchester.ac.uk\/humteachlearn","title":"Developing Student assessment literacy though Peer assessment","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"sXbsyGqEaa\"><a href=\"https:\/\/sites.manchester.ac.uk\/humteachlearn\/2022\/05\/26\/assessment-literacy-peer-assessment\/\">Developing Student assessment literacy though Peer assessment<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/sites.manchester.ac.uk\/humteachlearn\/2022\/05\/26\/assessment-literacy-peer-assessment\/embed\/#?secret=sXbsyGqEaa\" width=\"600\" height=\"338\" title=\"&#8220;Developing Student assessment literacy though Peer assessment&#8221; &#8212; Humanities Teaching and Learning Blog\" data-secret=\"sXbsyGqEaa\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script>\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-includes\/js\/wp-embed.min.js\n<\/script>\n","thumbnail_url":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-content\/uploads\/sites\/205\/2021\/04\/Community.jpg","thumbnail_width":1280,"thumbnail_height":720,"description":"Anonymous peer to peer review, even without students commenting on each other\u2019s work is an effective way of developing skills such as writing style and structure in essay writing. Jenni Rose (AMBS) shares how students can also gain confidence in themselves from this process and become connected independent learners."}