Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback

Lynch, R. and McNamara, P. M. and Seery, N. (2012) Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35 (2). pp. 179-197. ISSN 02619768 (ISSN)

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Abstract

The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers' critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students' reflections through peer feedback and overall satisfaction with the module remained high despite students' citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills. © 2012 Copyright Association for Teacher Education in Europe.

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Uncontrolled Keywords: peer feedback; project-based learning; teacher education
Depositing User: National Forum
Date Deposited: 04 Dec 2015 08:12
Last Modified: 04 Dec 2015 08:13
URI: http://eprints.teachingandlearning.ie/id/eprint/2791

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