Abstract
Formative feedback is well known as an effective learning tool [1] as it improves metacognitive competences and self-directed learning.
Peer feedback has been a learning activity used in higher education for many years and it involves feedback from one student to another student [2] . Peer feedback increases the amount of feedback for individual students and also strengthens the students’ skills in giving and receiving feedback. However, peer feedback needs to be instructed and supported, for example by having rubrics and clear rules for how to provide feedback. One way to obtain this, it is to use the program Peergrade.io. The program Peergrade.io supports assignment submission and the feedback process itself. The system provides overview of the students’activity as well as their feedback process.
In this study, we investigated the implementation of peer feedback in an interdisciplinary course with focus on entrepreneurship. We discuss the theory behind peer feedback as a learning activity in teaching, discuss our findings from our case study and give suggestions for further use of peer feedback. We used the program Peergrade.io for peer feedback for evaluation of a portfolio based on the students’ work with entrepreneurial methods. The data are reflections from the students after they had been giving and received feedback from fellow students.
The results shows a positive attitude towards peer feedback and it was recognized as a good tool for feedback. However clear instructions and rubrics are important.
Peer feedback has been a learning activity used in higher education for many years and it involves feedback from one student to another student [2] . Peer feedback increases the amount of feedback for individual students and also strengthens the students’ skills in giving and receiving feedback. However, peer feedback needs to be instructed and supported, for example by having rubrics and clear rules for how to provide feedback. One way to obtain this, it is to use the program Peergrade.io. The program Peergrade.io supports assignment submission and the feedback process itself. The system provides overview of the students’activity as well as their feedback process.
In this study, we investigated the implementation of peer feedback in an interdisciplinary course with focus on entrepreneurship. We discuss the theory behind peer feedback as a learning activity in teaching, discuss our findings from our case study and give suggestions for further use of peer feedback. We used the program Peergrade.io for peer feedback for evaluation of a portfolio based on the students’ work with entrepreneurial methods. The data are reflections from the students after they had been giving and received feedback from fellow students.
The results shows a positive attitude towards peer feedback and it was recognized as a good tool for feedback. However clear instructions and rubrics are important.
| Original language | English |
|---|---|
| Title of host publication | Blended Learning in Engineering Education: Challenging, enlightening - and lasting? Sefi 49th Annual Conference Proeceedings |
| Editors | Hans-Ulrich Heiß, Hannu-Matti Järvinen, Annette Mayer, Alexandra Schulz |
| Number of pages | 5 |
| Publisher | European Society for Engineering Education (SEFI) |
| Publication date | 2021 |
| Pages | 1444-1448 |
| ISBN (Electronic) | 978-2-87352-023-6 |
| Publication status | Published - 2021 |
| Event | 49th SEFI Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting? - Berlin, Germany Duration: 13 Sept 2021 → 16 Sept 2021 |
Conference
| Conference | 49th SEFI Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting? |
|---|---|
| Country/Territory | Germany |
| City | Berlin |
| Period | 13/09/2021 → 16/09/2021 |
Keywords
- Peer feedback
- Formative feedback