TY - JOUR
T1 - Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback
AU - Lynch, Raymond
AU - McNamara, Patricia Mannix
AU - Seery, Niall
PY - 2012/5
Y1 - 2012/5
N2 - 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.
AB - 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.
KW - peer feedback
KW - project-based learning
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=84859575619&partnerID=8YFLogxK
U2 - 10.1080/02619768.2011.643396
DO - 10.1080/02619768.2011.643396
M3 - Article
AN - SCOPUS:84859575619
SN - 0261-9768
VL - 35
SP - 179
EP - 197
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 2
ER -