A presentation by Kay Sambell, Edinburgh Napier University and Linda Graham, University of Sunderland, from the Advance HE Assessment Symposium held on 24 October 2019.
Shifting the focus to develop inner feedback: helping students learn from involvement in peer review
This two-year action-research project investigated exemplars-based workshops with large groups. In line with contemporary views of feedback, which engage learners actively with feedback processes and promote self-regulation, activities followed the core sequences of learning via engagement in comparative peer review processes (Nicol, 2019). In the initial iteration, however, student data revealed a surprising mismatch between what the teachers assumed were the take-away messages of the session, and students’ interpretations. The paper will illuminate the teaching-team’s subsequent shifts in thinking about their role in helping students learn from exemplars. Design challenges will be illuminated and opened up for participant discussion.
