Lucy Myers, from the division of Language and Communication Science, talks about her project to use portfolios as the basis for formative peer and teacher-led feedback
Category: Peer
Options to build peer assessment and feedback activities in your teaching
Students should be supported to critique their own work: Students should not be overly reliant on feedback from tutors. One of the key skills developed in higher education is the ability to critique, and students should be supported to be able to review their own work and that of fellow students. Developing students’ abilities to peer review and self-reflect are important skills for future employment,as well as deepening their own learning.(NUS Charter on Assessment and Feedback, 2010)
The HEA Feedback Toolkit highlights some of the pedagogical benefits or peer assessment and feedback:
- From receiving feedback from their peers….
Feedback from peers is more likely to be given in language they can understand and causes them to review and question their personal beliefs. Peer feedback may be available more speedily than tutor feedback, and ensures they gain more than one perspective on their work.
- From giving feedback in response to the work of others….
Providing feedback to others involves active engagement in critical understanding of what an assessment task demands and the criteria used to assess and grade work. It can enhance student subject knowledge and develop their reflective and evaluative skills; the process of evaluating the work of others both mirrors and helps to develop the internal process which is a natural part of learning and of preparing students’ own work for assessment by tutors, ascertaining the gap between performance and the standards expected for a task.
(HEA, 2013)
Lecturers from the School of Health Sciences have drawn on their own experience to compile a list of options to support peer formative feedback, along with benefits, challenges and alternative suggestions.
Peer feedback on written work outline
Raf Benato from the divison of Health Services Research and Management describes how she built in peer and lecturer assessment and feedback opportunities in her Poverty, Housing and Welfare module to prepare her students for their summative case study essay.
Group presentation to prepare for individual written assessment
Ellinor Olander from the Division of Midwifery and Radiography explains how she uses group presentations and other methods to prepare her students for their summative written essays or reports.
Moodle forums and chat rooms to support formative writing in Midwifery
Christine McCourt from the division of Midwifery and Radiography describes how she uses the Moodle discussion activities (forums and chats) to support students in developing their ideas and writing for their summative essay in Midwifery.
Preparing students for OSEs in Radiography
Gill Harrison form the division of Midwifery and Radiography describes how she prepares her students for their summative Objective Structured Exam in lectures and tutorials using peer and tutor feedback
Formative online role plays using Moodle
This blog post from Learning at City blog summarises how Dr Mandie Scammell and the Educational Technology team at the School of Health Sciences developed a blended module to engage students with the ethical aspects of medical care using role plays via Moodle forums and other activities.
Online Role-play and Simulated Practice in Pre-Reg Midwifery Education
Students receiving and providing feedback on role plays
Gill Harrison from the division of Midwifery and Radiography describes the various ways that students receive and provide feedback on role plays to deliver difficult news in Radiography