Overall, the integration of multilevel feedback and assessment was a success, according to Dr. Gunning.
“Self and peer assessment at our faculty has provided teaching teams with evidence of student engagement, as well as enabling students to hold each other accountable within the task.”
In another course, the Deakin team moved from a paper-based model to the online model for the TBL activity, using FeedbackFruits Team Based Learning tool. The activity was designed following the main steps of the team-based learning process.
Read more about TBL and its main activity steps:
What is team-based learning? 4 ways it can help your group activities [Updated 2022]
Most importantly, instead of organizing one TBL activity, three Consensus workshops were organized to help students get familiar with the approach and develop transferable skills. The workshops were followed by a reflection step, where students reflect on their own performance and make plans for the future. Only the third and reflection steps were graded. Here is a breakdown of the activity design:
About the activity:
Students worked in teams to develop their understanding of a real-world problem. The teaching team took on the role of facilitator and applied the team-based learning approach. The entire course consisted of 4 main components:
1. Consensus Workshop 1 – 0% (formative task)
2. Consensus Workshop 2 – 0% (formative task)
3. Consensus Workshop 3 – 30%(summative task)
4. Reflection – 10% (self management)