| Autor: |
Lisa Gregersen Oestergaard, Janne Saltoft Hansen, Maiken Bay Ravn, Thomas Maribo |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
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| Zdroj: |
Discover Education, Vol 3, Iss 1, Pp 1-14 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2731-5525 |
| DOI: |
10.1007/s44217-024-00260-1 |
| Popis: |
Abstract Portfolio assignments and peer-feedback can enhance coherence and student engagement in a course programme, thereby improving learning outcomes. In a course, students obtain permission to take the examination for their semester course upon approval of at least three out of five portfolio assignments. The portfolio comprises three individual assignments with peer-feedback and two group assignments, one of which includes peer-feedback. In the evaluation of the developmental process, electronic course evaluations were conducted by all students, and semi-structured interviews were held with five students. We found that the use of portfolio assignments and peer-feedback has increased the coherence of the course and ensured that students engage with the academic content between course sessions. Furthermore, portfolio assignments and peer-feedback have promoted the use of in-depth learning strategies and enhanced student reflection. We estimate that criterion-based feedback guides and rubrics have boosted student confidence and improved the quality of their assignments. To implement peer-feedback effectively, we consider it necessary to support the complex processes involved with a stable and well-functioning digital peer-feedback tool. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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