Abstract
Aim
The aim of the study was to evaluate online peer feedback impact on group interaction and assessment quality of a 3rd year, undergraduate medical science group project.
Background/context
Feedback from equal-status learners strengthens self-assessment and enhances performance (Narciss, 2008). In higher education, peer assessment improves student engagement, metacognitive learning, self-management, critical thinking, and deep course content analysis (Casey et al., 2011); skills underpinning core graduate qualities. With sophisticated learning management systems (LMS) now commonplace, educators have unprecedented opportunities to utilise online peer feedback rubrics with relative ease.
Description
In 2023, online peer feedback tools became widely available at Flinders University, with LMS migration from Moodle to Canvas. Using Feedback Fruits and a Canvas quiz, peer feedback rubrics for group interaction and assessment quality were applied to a 3rd year, undergraduate medical science group project, with acceptability and impact of the feedback reported.
Method
The group project consisted of eight weeks of research, with poster and oral presentation. Following ethics approval (HREC 6549-6), within-group Feedback Fruit rubrics were used to assess peer-to-peer interaction skills at draft and final poster submission. Across-group Feedback Fruit rubrics evaluated poster content, formatting and referencing at draft and final submission. Students ranked the value of the feedback and changes made to the poster based on feedback received using a Canvas quiz. Differences between the draft and final peer assessment scores were analysed using paired t-tests.
Evidence
Most students (94.4%) participated in the study and ranked within-group (56.8%) and across-group (59.1%) feedback value as 'high'. Mean within-group assessment scores for information sharing, discussion skills and task completion improved at final submission. Topic coverage, poster format and referencing across-group mean evaluation scores were higher at final submission compared to draft.
Contribution
In summary, online peer feedback improved student engagement and group assessment quality in the undergraduate topic.
The aim of the study was to evaluate online peer feedback impact on group interaction and assessment quality of a 3rd year, undergraduate medical science group project.
Background/context
Feedback from equal-status learners strengthens self-assessment and enhances performance (Narciss, 2008). In higher education, peer assessment improves student engagement, metacognitive learning, self-management, critical thinking, and deep course content analysis (Casey et al., 2011); skills underpinning core graduate qualities. With sophisticated learning management systems (LMS) now commonplace, educators have unprecedented opportunities to utilise online peer feedback rubrics with relative ease.
Description
In 2023, online peer feedback tools became widely available at Flinders University, with LMS migration from Moodle to Canvas. Using Feedback Fruits and a Canvas quiz, peer feedback rubrics for group interaction and assessment quality were applied to a 3rd year, undergraduate medical science group project, with acceptability and impact of the feedback reported.
Method
The group project consisted of eight weeks of research, with poster and oral presentation. Following ethics approval (HREC 6549-6), within-group Feedback Fruit rubrics were used to assess peer-to-peer interaction skills at draft and final poster submission. Across-group Feedback Fruit rubrics evaluated poster content, formatting and referencing at draft and final submission. Students ranked the value of the feedback and changes made to the poster based on feedback received using a Canvas quiz. Differences between the draft and final peer assessment scores were analysed using paired t-tests.
Evidence
Most students (94.4%) participated in the study and ranked within-group (56.8%) and across-group (59.1%) feedback value as 'high'. Mean within-group assessment scores for information sharing, discussion skills and task completion improved at final submission. Topic coverage, poster format and referencing across-group mean evaluation scores were higher at final submission compared to draft.
Contribution
In summary, online peer feedback improved student engagement and group assessment quality in the undergraduate topic.
| Original language | English |
|---|---|
| Pages | 19 (P128) |
| Number of pages | 1 |
| Publication status | Published - Jul 2024 |
| Event | HERDSA - Together We Innovate Annual Conference - Adelaide Convention Centre, Adelaide, Australia Duration: 8 Jul 2024 → 11 Jul 2024 https://conference.herdsa.org.au/2024/ |
Conference
| Conference | HERDSA - Together We Innovate Annual Conference |
|---|---|
| Abbreviated title | #HERDSA2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 8/07/24 → 11/07/24 |
| Internet address |
Keywords
- peer
- feedback
- assessment
- quality
- interaction
- undergraduate
