Harvey, Tina (2017) Building peer support: developing students' feedback skills.
In: 6th International AHE Conference (Assessment in Higher Education), 28-29
June 2017, Manchester, UK. (Unpublished)
Downloaded from: http://insight.cumbria.ac.uk/id/eprint/3761/
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Tina Ha rve y
tina .ha rve y@ c um b ria .a c .uk
6
th
Inte rna tio na l AHE C o nfe re nc e , Ma nc he ste r
June 28
th
& 29
th
2017
Build ing Pe e r Sup p o rt:
De ve lo p ing Pe e r Fe e d b a c k
Fo ur fo rm a tive
a sse ssm e nts
Pe e r re vie w
a nd fe e d b a c k
Pa ire d p o rtfo lio
sum m a tive
a sse ssm e nt
My a c tio n
I w a nte d to e nc o ura g e a b it o f this …..
‘ Pe e r a sse ssm e nt is a n im p o rta nt c o m p o ne nt in the
d e sig n o f le a rning e nviro nm e nts im p le m e nting a
m o re p a rtic ip a to ry c ulture o f le a rning .’
As w e a ll kno w a nd a p p re c ia te ……
Im p ro ve s the le a rning p ro c e ss
Fe e d b a c k
Asse ssm e nt
Pla nning
Bla c k &
Wilia m
(1998)
Ha ttie &
Tim p e rle y
(2007)
Enc o ura g e s
invo lve m e nt
w ith re se a rc h
Pro m o te s
a c a d e m ic
re a d ing
Furthe rs
e ng a g e m e nt
a nd
und e rsta nd ing
o f ILO ’ s
G a the rs
e vid e nc e
re q uire d fo r
sum m a tive
a sse ssm e nt
Be ne fits to the ho m e w o rk ta sks
Im p ro ve s p ro o f-re a d ing skills
De ve lo p s the a b ility to re c o g nising a re a s fo r im p ro ve m e nt
Id e ntifying e xa m p le s o f g o o d a c a d e m ic p ra c tic e
Enc o ura g e s p e e r re la tio nship s in a sa fe e nviro nm e nt
Nurture s c o nstruc tive c ritic a l fe e d b a c k skills
Be ne fits to p ro vid ing p e e r fe e d b a c k a nd
inte rp re ting the w o rk o f o the rs
Re d uc e s
sp e lling e rro rs
a nd im p ro ve s
g ra m m a r
Stre ng the ns
se nte nc e
struc ture
De ve lo p s
lo g ic a l p o ints
Enc o ura g e s the
use o f
sup p o rting
e vid e nc e
Inc re a se d
m o tiva tio n
Pro vid e s
o p p o rtunity fo r
se lf-e va lua tio n,
se lf-c ritic ism a nd
se lf-re fle c tio n
Be ne fits to re c e iving p e e r fe e d b a c k
Po te ntia l
Pa rtic ip a nt
Pro b le m s
Inse c urity
Anxie ty
Awkwa rd
Unc e rta inty
La c k o f Se
lf-C o nfid e nc e
Re sista nc e
•
“ I re a lly d id no t like the id e a o f this, b ut ha ving g o ne tho ug h the p ro c e ss it w a s
a c tua lly no t a s b a d a s I tho ug ht.”
•
“ I und e rsta nd no w w ha t it is yo u a re trying to d o . It m a ke s se nse a nd I think it is
g o ing to re a lly he lp w ith the p o rtfo lio .”
•
“ This is a g o o d id e a a s it is e a sie r to se e w he re to d e ve lo p yo ur w o rk o nc e so m e o ne
p o ints it o ut. But I fe lt a w kw a rd p o inting o ut e rro rs o n so m e o ne e lse ’ s w o rk. I d o n’ t
w a nt the m to ha te m e fo r b e ing c ritic a l.”
•
“ I d o no t fe e l c o nfid e nt in m y o w n a b ility a nd so d o no t fe e l a s tho ug h I sho uld b e
c o m m e nting o n p e o p le ’ s w o rk.”
•
“ I kno w w ha t yo u m e a n. I a m no t ve ry c o nfid e nt e ithe r, b ut I think if w e he lp e a c h
o the r it w ill g e t e a sie r. She w o uld n’ t a sk us to d o it if she tho ug ht it w o uld n’ t he lp .”
•
“ We ne e d to ke e p d o ing this a s I think it w ill g e t b e tte r a nd e a sie r, b ut the
fe e d b a c k te m p la te ne e d s c ha ng ing .”
•
At stud e nt re q ue st, the fo llo w ing ‘ tw e a ks’ w e re m a d e :
1.
The fe e d b a c k te m p la te w a s a m e nd e d .
2.
Ad d itio na l tuto r inp ut to fe e d b a c k.
3.
Ind ivid ua l fe e d b a c k w a s d isc usse d to w ho le g ro up .
Bla c k & Wilia m (1998) stro ng ly a d vo c a te the b e ne fits o f
stud e nt invo lve m e nt in the a sse ssm e nt p ro c e ss.
•
In the m e a ntim e ……
Ad a p ting te a c hing p ra c tic e furthe r fo r 2017/ 18:
Susta ina b le Asse ssm e nt
(Bo ud & Slo e r, 2015)
•
So I a ske d m yse lf ‘Is m y c urre nt te a c hing p ra c tic e
e ffe c tive ly p re p a ring stud e nts fo r life in the
wo rkp la c e ? ’
•
‘ As life lo ng le a rning is b e c o m ing a n a sp e c t o f w o rk,
the re is a ne e d fo r e d uc a tio n to a lig n a sse ssm e nt
p ra c tic e to the re q uire m e nts fo r le a rning in the
w o rkp la c e .’
Dysthe (2008: 30)
•
A stud y b y Wa lke r (2015) sug g e sts tha t m o re re se a rc h
is re q uire d into ho w stud e nts a re a c tua lly using the ir
fe e d b a c k, ra the r tha n ho w stud e nts g ive fe e d b a c k
to the ir p e e rs.
•
This is a lso a q ue stio n ra ise d fro m m y o w n stud y.
Ne xt ste p s …..
• Bla c k, P.J. & Wilia m , D. (1998) ‘ Asse ssm e nt a nd c la ssro o m le a rning . Asse ssm e nt in e d uc a tio n: p rinc ip a ls.’ Po lic y a nd Pra c tic e , 5, 7 - 74.
• Blo xha m, S. a nd Bo yd , P. (2007) De ve lo p ing Effe c tive Asse ssm e nt in Hig he r Ed uc a tio n: a p ra c tic a l g uid e . Be rkshire : O p e n Unive rsity Pre ss a nd Mc G ra w-Hill Ed uc a tio n
• Bo ud , D., & So le r, R. (2015) ‘ Susta ina b le a sse ssm e nt re visite d .’ Asse ssm e nt & Eva lua tio n in Hig he r Ed uc a tio n, 1-14.
• Do uc hy, F.J.R.C . & Mc Do we ll, L. (1997) ‘ Asse ssm e nt a s a to o l fo r le a rning .’ Stud ie s in Ed uc a tio na l Eva lua tio n, 23, 279 - 298
• Duijnho uwe r, H., Prins, F.J. a nd Sto kking , K.M. (2011) ‘ Fe e d b a c k p ro vid ing im p ro ve m e nt stra te g ie s a nd re fle c tio n o n fe e d b a c k use : Effe c ts o n stud e nts’ writing m o tiva tio n, p ro c e ss, a nd p e rfo rm a nc e ’ . Le a rning a nd Instruc tio n, Le a rning a nd Instruc tio n, 22(3), p .171-184
• Dysthe , O . (2008) ‘ C ha p te r 2 The C ha lle ng e s o f Asse ssm e nt in a Ne w le a rning C ulture ’ , in Ha vne s, A. & Mc Do we ll, L. (e d s) Ba la nc ing Dile m m a s in Asse ssm e nt a nd Le a rning in C o nte m p o ra ry Ed uc a tio n. Lo nd o n & Ne w Yo rk: Ro utle d g e , p 30.
• Knig ht, P.T. a nd Yo rke , M. (2003) Asse ssm e nt, le a rning a nd Em p lo ya b ility. Be rkshire : O p e n Unive rsity Pre ss
• Ko lle r, I. & Fisc he r, F. (2010) ‘ Pe e r a sse ssm e nt a nd c o lla b o ra tive le a rning : A c o g nitive p e rsp e c tive .’ Le a rning a nd Instruc tio n, 20, 344 – 348.
• Liu, N-F. & C a rle ss, D. (2006) 'Pe e r fe e d b a c k: the le a rning e le m e nt o f p e e r a sse ssm e nt', Te a c hing In Hig he r Ed uc a tio n, 11, 3, p p . 279-290
• Va n G e nnip , N. A. E., Se g e rs, M. S. R. a nd Tille m a , H. H. (2010) ‘ Pe e r Asse ssm e nt a s a C o lla b o ra tive Le a rning Ac tivity: The Ro le o f Inte rp e rso na l Va ria b le s a nd C o nc e p tio ns.’ Le a rning a nd Instruc tio n, 20(4), 280-290.
• Va n Zund e rt, M., Sluijsm a ns, D. a nd Va n Me rrie nb o e r, J. (2010). ‘ Effe c tive Pe e r Asse ssm e nt Pro c e sse s: Re se a rc h Find ing s a nd Future Dire c tio ns.’ Le a rning a nd Instruc tio n, 20(4), 270-279.
• Wa lke r, M. (2015) ‘ The q ua lity o f writte n p e e r fe e d b a c k o n und e rg ra d ua te s’ d ra ft a nswe rs to a n a ssig nm e nt, a nd the use m a d e o f the fe e d b a c k.’ Asse ssm e nt & Eva lua tio n In Hig he r Ed uc a tio n, 40(2), 232-247.
