This module will focus on the active engagement of students with each other in the feedback process. Both receiving, and (more importantly) giving feedback, is one of the most powerful ways of developing an understanding of a subject and assessment criteria, as a learner.
This module will investigate effective uses of peer feedback, and is concerned with dimension AF3 of the EAT Framework, ‘Preparing Students for Meaningful Dialogue/Peer Engagement’.
Peer learning can be extremely powerful as an activity, but it also needs to be authentic to the task in hand, and properly scaffolded, otherwise it can become detrimental to the learning process.
This module will look (briefly) at the theory of group-based and peer-led learning, and how assessment and feedback can fit into this.
Students’ self-knowledge and understanding of standards are very strongly impacted by their active engagement with the assessment criteria and the aims/goals of the assessment.
One of the most effective ways of achieving this engagement is to involve students in the review of their own work, through the medium of critiquing someone else’s. This work could be a previous submission of an assignment, or a bespoke written example, or the work of a peer. Either way, the student is learning the skills of self-criticism, though the medium of evaluating someone else.
This module will also discuss the importance of understanding responsibilities in the peer-work and peer-feedback processes. The potential discomfort which may be felt by students of different backgrounds and demographics, will also be discussed.
Finally, the importance of dialogue between students and educators will be investigated. This module will also link very strongly with EAT dimensions AL1 (‘Clarifying what constitutes ‘good” ‘); AF2 (‘Providing Early Opportunities for Students to Act on Feedback’), and AF4 (‘Promoting development of students’ self-evaluation skills’).