Fostering collaborative skills and interdisciplinary perspectives using Peer Review and Group Member Evaluation

Learning objectives

The student demonstrates a critical and investigative attitude and gives constructive, detailed feedback

The student critically reflects on their personal development and demonstrates their progress in three selected 21st century skills

The student develops/improves their professional skills in an international and interdisciplinary environment.

Learning activities

Over the course of the semester, groups of 7 to 8 students produce a final report and a final product, which can be a prototype, an application, or a report such as an advisory report, depending on the company’s question. For the first half of the course, groups draft their reports, hand them in using Peer Review, and give constructive feedback to each other. Students gave feedback on criteria such as quality of English language and adherence to structure providing a score from 1-10.  They also give feedback on skills to each other within their groups, using again a 10-point scale, with criteria such as participation and contribution. This feedback,both on the report and on group performance, helped students iterate on their work towards the final product, handed in at the end of the course.



Learner activities based on the Bloom taxonomy are mainly at the level of:

• Understanding and applying how to set up and manage a project, and how to give critical, descriptive feedback.
• Analyzing and evaluating the work and skills of peers and group members in an interdisciplinary setting
• Creating a product that answers a company’s question
  

Evaluation and assessment

‍The Peer Review and Group Member Evaluation tools were used as a formative assessment. After the first evaluations in week 5, face-to-face discussions were held about the received feedback. Additionally, feedback received during group activities were noted in each students’ portfolio and thus contributed towards the overall learning objectives.

‍Instructor Role ‍

The instructor explains the setup of the activity as well as giving instructions within the tool on how to give feedback (for example, mention two positive aspects and two areas for improvement).

After students have begun to hand in their draft reports and give feedback, the instructor can overview the activity and progress of groups and students inside the platform, choosing to view any feedback comments where necessary. 
Afterwards, 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.‍

Technical Value Added ‍

Peer Review and Group Member Evaluation proved effective tools to support the feedback process and facilitate collaboration between groups and group members. 
The instructor noted that students’ learning experience was improved when using these tools.

FeedbackFruits’ tools enriched the learning experience of the students, providing an effective platform for collaboration and processing of feedback.

‍Notable Outcomes

• The instructor noted that using Peer Review and Group Member Evaluation made students more aware of their role and what was expected of them for the rest of the course. 
• 
In a diverse student population, some learners can be more elaborate and some more restrained in their feedback. Emphasising the importance of detailed, constructive feedback is therefore a must.
• Students needed no extra clarification of how to use the tools and were able to navigate the activities within the tools with ease. 

Possible Variation

By enabling Configurable Grading, the instructor could add a summative assessment element to the activity, for example allowing factors such as timely completion of the activity, and peers’ scores to contribute to each other’s final marks.