Improving student critical reflection and the student experience of feedback using formative peer-assessed lab reports

Martin A Sharp, Laura A. Mitchell

Research output: Contribution to conferencePaper

Abstract

With the majority of assessment on our psychology degree programme being summative, we sought to facilitate and encourage a deeper more reflective approach to learning amongst a disparate body of students. In our biopsychology module we introduced a peer-marked formatively assessed lab report as the first phase of coursework. Students were introduced to the concepts underpinning formative peer assessment and were given the opportunity to grade an illustrative lab report. Any discrepancy between the marks of student and tutor was then debated. Following this familiarisation phase, and once the students had conducted their own empirical biopsychology project, they submitted a lab report to be formatively graded by another student. Peers provided detailed written and oral feedback. Students subsequently met in order to reflect upon the feedback and grades awarded. At the point of summative assessment (three weeks later), a revised lab report was submitted along with a pro-forma detailing how the students had engaged with the feedback and re-formulated their submission in light of comments received. The intervention was overwhelmingly well-received and high levels of satisfaction were reported amongst over 400 students.
Original languageEnglish
Publication statusPublished - 2014

Keywords

  • teaching
  • feedback
  • critical reflection
  • student experience

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