6.3.5 Formative work – reflection and peer feedback

Reflection and peer feedback

Key Concept: Use the Journal tool for ongoing feedback dialogue between student and tutor.

There are three approaches to peer assessment and peer feedback using the Yorkshare VLE: peer-assessment tool, blog/journal, adaptive release. You can also use Google Docs as an alternative for students to share resources with each other. These approaches and the pedagogical background are explored in the ELDT Lunchtime Webinar on Peer Assessment:

Slides from this webinar are also available that show the workflows for each of approaches of peer assessment and feedback:

Peer feedback may be on a submitted artefact (document, image, video) or may be as part of a reflective task. Reflective tasks may also take place between the instructor and the student, rather than as a peer assessment exercise.

Reflective learning

The Yorkshare Journal tool is designed for reflective logs and may be configured to allow students to view each others posts or keep their posts private to the instructor.

Reflection may be on a particular experience, perhaps through a placement activity, or may be part of a learning activity that asks students to reflect on their own understanding. Feedback on the reflective writing style and content can be posted by viewers of the Journal.

Comments can prompt students to reflect by posing questions to elaborate reflections or to ask the student to justify their position or interpretation. Within a peer assessment setting, the act of asking questions and responding to peer questioning can be a valuable learning process (Gikandi and Morrow, 2016).

Online intervention walk-through

E-Learning Walkthrough

Reflective journals

Reflective journals
Online tools can be used to provide students with a personal space for them to write and reflect, which is invisible to other students but visible to teaching staff.

Peer assessment and feedback

As shown in the webinar there are three ways to run peer assessment on Yorkshare:

  • Peer Assessment tool (small groups, automated, anonymous)
  • Yorkshare Blog or Yorkshare Journal (large cohorts in groups, reflective, tutor-input possible)
  • Adaptive Release (as part of a scaffolded activity)

Each work best for different types of task and group size. See the considerations and recommendations for peer feedback tasks as detailed in the webinar summary:

Recommendations for peer assessment

  1. Avoid using very large numbers of peers per assessment group.
  2. Do not expect student assessors to rate many individual dimensions. It is better to use selected, well understood criteria.
  3. Involve your students in discussions about criteria.
  4. Peer assessment can be successful in any discipline area and at any level.

Adapted from: Falchikov and Goldfinch (2000)