In recent years, using feedback to support student learning has gained attention among educators, particularly after the publication of Visible Learning by Hattie (2009) which showed a high effect size (0.73) of feedback on student achievement. Building on this foundation, this study focuses on peer feedback in which students read each other’s work and provide comments on that work. The aim was to use an innovative approach to enhance the quality of peer feedback given and received by the graduate students in a blended course. The innovative approach is framed around the following three key components based on the relevant literature: clear guidelines, faculty modeling, and cooperative peer feedback discussions (Clarke, 2014). Six out of seven graduate students enrolled in the Assessment in Mathematics Education course volunteered to participate in the study. Peer feedback collected from the learning tasks was analyzed to assess changes in its quality over the duration of the course. Additionally, the participants were interviewed to find out their opinions on the innovative approach implemented in the course. The findings revealed that the participants enhanced the quality of feedback they provided by paying attention to task goals, improvement strategies, and learner self-regulation. Furthermore, participants felt that the course significantly enhanced their overall knowledge and skills related to providing feedback.

Authors:
Evrim Erbilgin, Emirates College for Advanced Education, United Arab Emirates

About the Presenter(s)
Dr Evrim Erbilgin is a University Associate Professor/Senior Lecturer at Emirates College for Advanced Education in United Arab Emirates

See this presentation on the full schedule – Friday Schedule

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