Peer feedback case study

School or department:  School of Science and Technology, Biosciences

Programme/s: Sport Leisure and Outdoor Management, Biological Sciences (Ecology and Environmental Management strand)

Contact:  Chris Terrell-Nield

Module:  Outdoor Management

Level of study: Level Two

Activity: Feedback or assessment on peer contribution to groupwork or presentation

Aim: To more clearly establish contribution of individuals to group work

This group work presentation is undertaken as part of the 20 credit point; Outdoor Management Module with a cohort size of approximately 14 students and is worth 15% of the module mark.

The group work involves an offsite visit to a local site (Creswell Crags visitor Centre) which is preceded by two scene setting lectures. During the second lecture students are asked to organise themselves into groups of two to three and then pick a topic (tombola fashion out of a hat). Students are given the opportunity to change groups or topics (there are usually up to eight topic options available). At this point students are also briefed on the assessment criteria for the group work and presentation and given self assessment forms (these are also available on NOW). The group then undertake the field trip and collect the information/data they require. Following this they have three weeks to prepare a group presentation on their topic.

On the day, groups deliver a ten minute presentation in front of the whole cohort, followed by five minutes for questions.

After the presentations students fill in a self assessment form on which they assess their contribution and that of the other members of their group. This is shown on the form as a numerical grade along the scale one to six. Presentations are also assessed by two staff members. Note – Students are only assessing/providing feedback on the group work they have contributed to, not on presentations delivered by other groups.

At this point students see what scores their peers have given them and any comments they have made. It is noted by staff that students are usually very honest about their own contribution.

Benefits to staff: This exercise helps to assess the effectiveness of groups and give a clearer understanding of the contribution of individuals. It serves to make the whole groupwork exercise more transparent.

Benefits to students: Increases student understanding of learning criteria and promotes ownership of the exercise (i.e. when aware that peers are going to grade your contribution students are possibly more likely to pull their weight). Additionally this exercise helps to develop teamwork and communication skills which feature in their development portfolios.

Student feedback:  Staff cite that students are usually accepting of any feedback received and very honest about their own contribution.

Considerations: Groups should be kept to a maximum of three participants, if the tool is to be used for assessing contribution.

Staff stated that they would not consider using this exercise to students earlier than Level Two, by which time they would expect students to have a better understanding of the subject, and the skills required to assess and give feedback in this way.

Further information:  Contact Principal Lecturer Chris Terrell-Nield.