This pharmaceutical sciences course aims to develop students’ academic skills, including scientific writing, discussion, comprehension, critical thinking, presentation, and feedback skills. These skills are often referred to as academic soft skills. As part of this course, students need to write a literature report.
By introducing Peer Review, the instructor aimed to improve on students’ feedback skills as well as final reports in the class. Through reducing the complexity of the feedback process and predetermining the review criteria, teachers aimed to increase the quality of students’ work while saving time. The peer assessment of each other’s group reports is a mandatory pass/fail element of this course and participation is monitored by the instructor.
For the Peer Review assignment, counting 20% towards the final grade, students give feedback on the draft literature report of another group, consisting of three students. Students need to address all questions related to the assessment criteria (e.g. structure, contents, argumentation, etc.).
Students rate the quality of the feedback that they receive from three other students and also analyse whether the feedback addresses all relevant criteria. Feedback throughout the course is used to facilitate writing a final report. Additionally, students need to write a reflection based on the received feedback.
"Very complimentary feedback, since I got feedback from multiple individuals and not feedback from the same groups, reviewers were able to highlight different areas for improvement." - Jort Harmsen, Assistant Instructor
This issue was less apparent this year since groups received feedback from three random individuals.
"Unlike in previous years, there were no longer any complaints about the feedback process." - Jort Harmsen, Assistant Instructor
Group dynamics were an important factor in overall performance and quality of work: the class will now be using Group Member Evaluation in order to give more focus to the way that groups are set-up and work with each other.
An instructor at Boston College utilized technology to optimize the team-based learning process for his hybrid course.
Across several hybrid courses at TU Dublin, instructors used Peer Review to streamline and optimise peer feedback, resulting in student submissions of a higher level of quality.
How instructors at Frankfurt School of Finance and Management used FeedbackFruits assessment tools to promote critical thinking, quality feedback, and save time from manual course set-up.