This Minor Data Engineering course consists of workshops and in class assignments alongside group work and self study. These activities take place in class and online (asynchronized).
In the first period students work on real-world problems in a group project. They request peer feedback for all individual assignments within their group, and show how they processed the feedback. All groups must request peer feedback from another group and show how they processed the feedback.
The Peer Review tool was chosen to facilitate the process of group feedback, aiming to enhance the quality of the students’ feedback and to make students responsible for their own learning process. The degree to which students process feedback is part of the end grade.
Feedback moments take place throughout the course, not solely at the end, so that the students have enough time to improve their product several times. After processing peer feedback, students once more receive feedback during a classroom session with experts. At the end, students must write a reflection for which they are graded. There are two times when students receive feedback from their peers. The first time, students receive feedback on the design of their group project. The second time, about the draft version of this same project.
Students must assess their own individual work based on the same rubric as the one used for the final assessment by the teacher. This extra step forces students to actively think about whether they meet the requirements.
"Although Peer Review has greatly improved the overall quality of work, I would like to see a higher quality of written reflections." - Instructor
During the course students also had to assess themselves, but this was not done within Peer Review. For next time, it could be valuable to enable self-assessment within Peer Review. In this way, students can more easily compare their own comments to those of peers, which can lead to deeper reflection and metacognitive effects.
The Peer Review tool was used within a nursing course to improve students' professional communication skills
Dr. Andreas Osterroth at University of Koblenz and Landau faciliated a rigorous feedback process that stimulated active engagement and critical thinking, using FeedbackFruits tools.
The University of Delaware minimized time spent on group work facilitation, while maximizing students' performance and collaboration skills.