THE PROCESS | |||
Before class | Student instructors were tasked with facilitating online feedback in Peergrade (NB: FeedbackFruits is now used instead). They were given rubric criteria by the teachers but completed all other aspects of the exercise themselves. The exercise consisted of an introduction and three “feedback loops”. | ||
Introduction | The students were introduced to the written assignment, the rubrics and how to hand in assignments in Peergrade (NB: FeedbackFruits is now used instead). | ||
1. and 2. feedback loop | After handing in the written assignment, the students gave each other feedback in Peergrade (NB: FeedbackFruits is now used instead) by using the relevant rubrics. The students modified their assignments based on the feedback they received, re-uploaded them in Peergrade and repeated the feedback loop. | ||
3. feedback loop | The student instructors gave feedback on the final assignments. | ||
Student instructors and teachers should agree on the framework, expectations and responsibilities in advance, and they should continue to cooperate throughout the course.
Do not underestimate the amount of time needed for this exercise. Facilitating an online feedback activity is time-consuming. The final feedback loop is particularly time-consuming, because the previous loops and rounds of re-writing have improved the quality of the assignments, so more detailed feedback is required. Student instructors should make sure they allocate enough time for this.
The purpose of the exercise and the benefits of peer feedback should be made clear from the beginning, to motivate student participation.
| Educator | Conducted by student instructors |
| Faculty and department | Aarhus BSS, Department of Management |
| Degree programme | Department of Management |
| Level of study | Master’s |
| Course/subject | Teambuilding and teamwork on the ITKO programme |
| Number of students | 94 |
| Extent | Series of sessions |
| Teaching format | Instruktorundervisning |
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