Abstract
Introduktion and background
Formative feedback has been proven to be the most effective intervention for student learning progression and competence development ("formative feedback": feedback made during classes to adjust students' learning process going forward). The increased focus on strengthening the formative feedback culture challenges higher education due to lack of resources and complexity in concept understanding/execution. This is particularly evident in clinical practice where the learning environment is also a workplace.
Peer feedback has been advocated as a mean of formative assessment to engage, empower and motivate students. Study shows that implementing the PEERGRADE IT system has a great effect on strengthening the formative feedback culture. Several educational institutions are using the system for peer feedback with great success.
This project explores limitations and possibilities for strengthening formative feedback in clinical practice using Peergrade.
Methods
The project is built on action learning and based on case study conducted on Biomedical Laboratory Science students in clinical practice. Training sessions are built on IBSE model, whereupon the formative feedback takes shape in the ASSIST-ME model, where Peergrade is tested.
Progression analysis has been performed by hypothesis multi-dimensional learning progression method prepared by Stevens et al. weighted at solo taxonomic level.
Results and findings
Results show high peer feedback activity among students. This is seen among all study types.
Learningprogression analysis shows accelerated learning activity when working with peer feedback analyzed through the students' SOLO taxonomic level.
Conclusion
Peergrade has the potential to strengthen formative feedback for the students and saving time resources for the teachers. Learning progression analysis show accelerated increase in solo taxonomic level. Key functions critical to success are identified in implementing formative feedback as an integral part of teaching. Thus, formative assessment in Peergrade show high student activity.
Formative feedback has been proven to be the most effective intervention for student learning progression and competence development ("formative feedback": feedback made during classes to adjust students' learning process going forward). The increased focus on strengthening the formative feedback culture challenges higher education due to lack of resources and complexity in concept understanding/execution. This is particularly evident in clinical practice where the learning environment is also a workplace.
Peer feedback has been advocated as a mean of formative assessment to engage, empower and motivate students. Study shows that implementing the PEERGRADE IT system has a great effect on strengthening the formative feedback culture. Several educational institutions are using the system for peer feedback with great success.
This project explores limitations and possibilities for strengthening formative feedback in clinical practice using Peergrade.
Methods
The project is built on action learning and based on case study conducted on Biomedical Laboratory Science students in clinical practice. Training sessions are built on IBSE model, whereupon the formative feedback takes shape in the ASSIST-ME model, where Peergrade is tested.
Progression analysis has been performed by hypothesis multi-dimensional learning progression method prepared by Stevens et al. weighted at solo taxonomic level.
Results and findings
Results show high peer feedback activity among students. This is seen among all study types.
Learningprogression analysis shows accelerated learning activity when working with peer feedback analyzed through the students' SOLO taxonomic level.
Conclusion
Peergrade has the potential to strengthen formative feedback for the students and saving time resources for the teachers. Learning progression analysis show accelerated increase in solo taxonomic level. Key functions critical to success are identified in implementing formative feedback as an integral part of teaching. Thus, formative assessment in Peergrade show high student activity.
| Original language | English |
|---|---|
| Publication date | 2023 |
| Publication status | Published - 2023 |
| Event | NML - Oslo, Norway Duration: 24 Apr 2023 → 26 Apr 2023 https://www.nito.no/en/nml-congress-2023/ |
Conference
| Conference | NML |
|---|---|
| Country/Territory | Norway |
| City | Oslo |
| Period | 24/04/2023 → 26/04/2023 |
| Internet address |