Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module

Ryan, Barry J.

doi:10.1039/c3rp20178c

Cited by 32 publications

(30 citation statements)

References 12 publications

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“…PeerWise has previously been evaluated in earlier research that examined the quality of the questions created by students , the perceptions students have toward question‐generation , and the benefits to learning . In this study, we focus exclusively on this last area, the impact on student learning, which is of particular interest to instructors as measurably beneficial activities that are virtually exclusively student‐driven are rare.…”

Section: Introductionmentioning

confidence: 99%

Improving large class performance and engagement through student‐generated question banks

Hancock

Hare

Denny

et al. 2018

Biochem Molecular Bio Educ

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Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:306-317, 2018.

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Section: Introductionmentioning

confidence: 99%

Improving large class performance and engagement through student‐generated question banks

Hancock

Hare

Denny

et al. 2018

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

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“…This has included the use of personal response systems as part of a "flipped classroom" approach where students generate feedback on their understanding by responding to quiz exercises in class [33]. Meanwhile, applications such as PeerWise enable students to collect feedback as they respond to multiple choice questions created by their peers [34]. Elsewhere, simpler automated quiz activities are now a standard feature of learning management systems, sometimes placed alongside discussion boards where students can discuss their answers with peers or more generally gain feedback through conversation with students and staff [9].…”

Section: Towards Digital Multimodal Feedbackmentioning

confidence: 99%

To Boldly Go: Feedback as Digital, Multimodal Dialogue

Lamb

2018

MTI

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This article is concerned with digital, multimodal feedback that supports learning and assessment within education. Drawing on the research literature alongside a case study from a postgraduate program in digital education, I argue that approaching feedback as an ongoing dialogue presented in richly multimodal and digital form can support opportunities for learning that are imaginative, critical, and in-tune with our increasingly digitally-mediated society. Using the examples of a reflective blogging exercise and an assignment built in the Second Life virtual world, I demonstrate how the tutor's emphasis on providing feedback in multimodal form, alongside more conventional print-based approaches, inspired and emboldened students towards the creation of apt and sophisticated coursework. At the same time, the crafting of multimodal feedback carries resource implications and can sit uncomfortably with some deep-rooted assumptions around language-based representations of academic knowledge. This article should be seen in the context of a growing pedagogic and institutional interest in feedback around assessment, alongside the emergence of new ways of communicating and consuming academic content in richly multimodal ways. In this setting, multimodality, technology, and interaction refers to the digitally-mediated dialogue that takes place between the student and tutor around assessment.

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“…Students' understanding can be enriched and problems clarified by drawing on the collective resources, or capital, held by their classmates [74]. Indeed, being able to assess one's own understanding in relation to that of others has been highlighted as a key benefit of peer assessment and collaboration, both in relation to PeerWise [54,56,66] and, more generally, Refs. [10,11].…”

Section: Discussionmentioning

confidence: 99%

“…The need to balance PeerWise requirements with the summative value of the assignment has been highlighted previously-some students may prioritize it over other elements of the course, perhaps becoming too absorbed in the task [56], while others feel that the marks assigned to the assignment are disproportionate to the requirements [56,66]. The time-consuming nature of peer assessment activities in general is a recurring theme in the literature [8,45,67].…”

Section: B Compulsory Naturementioning

confidence: 99%

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Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Kay

Hardy

Galloway

2018

Phys. Rev. Phys. Educ. Res.

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PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

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Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module

Cited by 32 publications

References 12 publications

Improving large class performance and engagement through student‐generated question banks

Improving large class performance and engagement through student‐generated question banks

To Boldly Go: Feedback as Digital, Multimodal Dialogue

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

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