Abstract
Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS) and GEO102 Physical Geography (15 ECTS) is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.
Highlights
Peer assessment has relevance for teaching and learning in different contexts, related to the use of portfolios and guidance for students preliminary work on a portfolio
The research question is defined as follows: How can tools like learning objectives, rubrics, Six Thinking Hats and discussion forums within the learning management system (LMS) promote better quality for the student assignments and make the students achieve deeper learning? Our research model is presented in illustration one
Each student reviewed the report from the other students in the group based on the following tools for peer assessment: the intended learning outcomes, rubrics and feedback based on the Six Thinking Hats
Summary
Peer assessment has relevance for teaching and learning in different contexts, related to the use of portfolios and guidance for students preliminary work on a portfolio. Each student reviewed the report from the other students in the group based on the following tools for peer assessment: the intended learning outcomes, rubrics and feedback based on the Six Thinking Hats. The tools for the student feedback were the relevant intended learning outcomes in the course, a set of criteria presented in a rubrics with guidelines for different marks, and in addition a simplified version of the Six Thinking Hats. Our case study of peer assessment is based on support from relevant tools in the e-learning environment, intended learning outcomes, rubrics and the Six Thinking Hats for evaluation. The student assignment on multiple-choice and feedback - by the process of using peer-assessment - had three learning outcomes: After working with the lesson of creating multiple choice questions you should be able to.
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