Peer feedback case study

School  or department: School of Art & Design

Programme: BA Graphic Design

Contact: Phil Jarman

Level of study:  Level One and Level Two

Modules:

• Level One Design Process (GDES10066), Relating theory to/and practice (GDES10067)
• Level Two (GDES20067) Understanding Professional Context, (GDES2066) Towards a Personal Direction.

Activity: Formative peer feedback

Aims:  To increase student knowledge of assessment criteria, to enhance student evaluation and feedback skills, to increase student awareness of their own module progression

Example:  Students assess and give written feedback on their peers' portfolios.

This is an example of formative peer feedback in large modules taking place during levels one and two of the three year BA Graphic Design programme. During levels one and two students undertake a 70 credit point module (early in the second term for second years and at the end of the second term for first years). Formative feedback points are built into the mid point of these modules to ascertain student progress and highlight potential areas of difficulty. The feedback points are usually; post Christmas for Level Two and around Easter time for Level One. This exercise is carried out in tutorials or five to eight students (average six).

Prior to tutorials, students are briefed on the exercise and given a template proforma for completion along with copies of the grading criteria, learning outcomes and matrix of grade patterns.

This exercise is undertaken during a 90-minute tutorial. Students are not allotted set amounts of time within the session, this is managed by the Tutor on an individual basis as some students require more time than others.

In tutorial groups the students all assess each others portfolios, complete the proforma (tick box) and provide written feedback to each other.

Students who are being assessed leave the room while the remainder of the group assess the portfolio. Much of the work within portfolios is physical, i.e. journals, sketchpads or layout pads, design outcomes, occasionally students display work from laptops, projected onto screens. One student records feedback and another gives the feedback. The students swap this role about as they progress through the portfolios. This exercise is overseen by the tutor

Staff also assess and give written feedback. This exercise provides students with an indication of their progress to date within that module and action points for further progression.

Staff feed back to students via one-to-one meetings (Level One and Level Two) with additional one-to-one sessions (both with high achieving and struggling students), at a later date if required.

Staff report that students are generally accurate in their summation of peers work when compared to tutor feedback.

There are unwritten rules of engagement for giving feedback, i.e students are reminded to make careful use of language and provide constructive progressive criticism.

Benefits to staff: This exercise aids staff in informally assessing student understanding of both the subject and learning outcomes along with informally monitoring progress.

Benefits to students: It has been found that this feedback exercise aids students in that they quite quickly come to understand grading criteria, learn how to unpick learning outcomes, and pinpoint where their peers can become more strategic and develop ideas and ultimately their portolios. In addition by studying learning outcomes to help develop their peers this exercise (by stealth) aids their own progression.

By sharing good practice and observing others' design strategies, students often are able to make personal progress within their design work.

It has the advantage of both giving students confirmation that they are progressing and giving them a boost to take forward and further develop their portfolio as well as highlighting where they may be lacking and providing new ideas or prompts for further development.

It further reinforces the notion of collaborative working, giving, receiving and acting on feedback that is key to industry they will be looking to for employment.

The general culture of ongoing feedback within a collaborative environment is carried on in the group tutorial system, aids student retention and progression and employability.

Feedback:  Around 75% of students on this programme progress via the Foundation system therefore the practice of peer feedback critiques and talking about their work is not a new concept to them. Students are therefore quite relaxed with the notion of peer feedback within the environment of trust created within tutorial groups. They appreciate and adhere to rules of engagement and no problems with this practice have been recorded.

Considerations:  It is recommended that tutorial groups that lead feedback exercises be experienced in guiding students (particularly first years) through the process of giving feedback and working collaboratively to ensure that students are mindful of the type and tone of feedback that they give.

Further information:  Contact acting Programme Leader for BA graphics Phil Jarman.