Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)179-197
Number of pages19
JournalEuropean Journal of Teacher Education
Volume35
Issue number2
DOIs
Publication statusPublished - May 2012

Keywords

  • peer feedback
  • project-based learning
  • teacher education

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