This bachelor course from a Food Technology programme introduces bachelor students to the principles of food quality management over four weeks. Each week, groups of four students study this topic from a different angle, resulting in a report prepared by the whole group. Researchers at Wageningen University & Research and the team at FeedbackFruits opted to enable a beta function of Peer Review: Participation Grading. This involves grading only the ‘best contribution’ that students themselves provide for the peer review assignment.
A research project exploring the feature was carried out across several other courses. The use of the Peer Review tool and the implementation of the newly designed approach, Best Contribution Grading (BCG) had four aims: to increase the quality of peer reviews; to increase student participation, to offer a safe learning environment; and to deliver a scalable teaching method.
Students produce and upload a report as a group, and individually give feedback to the work of another group using Peer Review. After giving feedback, students are asked to select those contributions (feedback comments) that they themselves judge as their best piece of work for the instructor to grade. As students select their best contributions themselves, this guarantees that their errors or mistakes do not influence their course grades as long as they do not select those as their best contribution.
BCG was used to assess students’ learning. Students’ contributions come in the form of qualitative review comments. The students make numerous comments on each other’s work and choose themselves which comments they’ve made which they think best represents their work and abilities. These chosen comments are relayed to the instructor whereupon they are assessed for adherence to the grading rubric.
"Students felt they had improved their understanding of the topic by giving feedback using BCG." - Dr. Cora Busstra, Teacher & Instructional Designer, Wageningen University & Research
The instructor can opt to require a different number of contributions per student and explain what is expected in the instructions field. Choosing whether to set a deadline and whether late hand-ins are allowed can encourage students to hand in their work on time while also accepting late work, with a chosen penalty.
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.
For his language course, Dr. Yasuhisa Watanabe at The University of Melbourne utilized several FeedbackFruits to encourage deeper understanding, while saving time working with manual set-up tasks.