In this bachelor’s level course, students dive into marine botany, covering ecological as well as anthropological aspects such as the interaction of humans with marine environments. Taking place in the first trimester of the second year, the course featured group presentations and a final symposium, whereby the groups answered questions and held a discussion.
FeedbackFruits tools were used in this course to make the feedback process easier for students, and to enrich groups’ ability to work constructively with each other. In addition, the instructor wanted to make the process more transparent and eliminate free-riding. Peer Review was used to allow feedback and questions relating to the presentation, while Group Member Evaluation to evaluate each other’s contributions and performance within the group.
Over the course of the trimester, groups of four to five students choose a topic, research it and work on a presentation. This presentation is then recorded at home and uploaded within Peer Review, whereafter students have time to give feedback to other groups related to the quality of the presentation, the style and the oratory skills of the presenters. They also had to include two questions to be addressed. In-class discussions are held which address points raised during the feedback exercises and help students to reflect and improve on their work and skills within the group and individually.
In the symposium, students summarise their presentations in one minute and answer the questions which were previously asked using Peer Review. Afterwards, group members give feedback to each other according to a list of criteria using Group Member Evaluation. The scores (0-3 points) are based on things like project planning, listening skills, respect for others and punctuality. Afterwards, students write a final reflection covering three areas. This includes three things they did well as a team, three things they could improve concerning their teamwork, and three things they could improve in relation to their oral presentation.
"As soon as I implemented the self and peer-assessment, my group dynamic problems disappeared." - Dr. Alecia Bellgrove, Senior Lecturer in Marine Biology and Ecology, Deakin University
The instructor can incentivise more elaborate feedback by requiring students to include extra questions while giving feedback ratings to peers. In a summative assessment, this extra element of feedback can also contribute to the overall grade of the assignment.
Imperial College London utilizes Group Member Evaluation to elevate self and peer assessment process for the students
Texas A&M University School of Public Health decided on a campus-wide adoption of the FeedbackFruits tool suite to enhance student engagement and implement authentic assessment.
Explore how FHSU utilized FeedbackFruits’ solutions to elevate the peer feedback process and stimulate collaborative learning, and what encouraged FHSU to let FeedbackFruits be a supporter in achieving their pedagogical goals.