The Hague University of Applied Sciences, also known as "THUAS", is a higher education institution with more than 20,000 students from more than 140 different countries every year. The institution offers a wide range of Bachelors, Masters, Post-graduate programmes and other courses.
Anneke Wieman is a lecturer at the Hague University of Applied Sciences
The Hague University of Applied Sciences, also known as "THUAS", is a higher education institution with more than 20,000 students from more than 140 different countries every year. The institution offers a wide range of Bachelors, Masters, Post-graduate programmes and other courses.
Anneke Wieman is a lecturer at the Hague University of Applied Sciences
This Information Technology course was aimed at international 3rd and 4th year students and lasted 18 weeks. It emphasised looking at problems from different perspectives and learning to collaborate with professionals from other disciplines. During the course students worked in groups to produce a product addressing a company’s problem, as well as writing a report and individually handing in a final portfolio.
Peer Review and Group Member Evaluation were used to both allow feedback on the handed-in report, as well as feedback to group members on their skills and performance in the group. The instructor chose to incorporate both these tools into the course to improve the learning experience of students, allowing them to give structured and constructive feedback as well as learning from each other.
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.
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:
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.
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.
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.
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.
Improve student autonomy and feedback skills by asking them to evaluate their best contributions
Using technology-enhanced peer review to improve student final work and save instructors time
Learn how instructor at the Hague University of Applied Sciences enhanced student engagement with study materials