Abstract:
This project seeks to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies involve the use of feedback prompts for training students in giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which are facilitated by the use of learning technologies. To determine the efficacy of proposed PASA strategies in improving student learning outcomes, the project employs a quasi-experimental, multi-method approach. The quasi-experimental design allows comparison of students’ learning outcomes with and without training in feedback provision, thus providing concrete evidence on the pedagogical outcomes of PASA. The multiple methods provide triangulated information on the role of PASA in students’ learning.
Code:
T0193
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jul 2017
End Date:
31 Oct 2018
Status:
Completed
Result:
Eight teachers in six academic courses have taken part in the project. These were mostly core courses in the BEd, PGDE, and MEd programmes. Six class groups served as the experimental groups, who were provided with training in feedback provision and guided to conduct PASA practices. Six class groups served as the control groups. A total of 475 students took part in the TDG. Methods for evaluation included: (1) interviews with participating teachers; (2) questionnaire survey; (3) focus groups with students; (4) samples of students' peer- and self-feedback; (5) samples of students' final assignment submissions.
T-test results show generally positive impact of the intervention in students' learning with regards to different aspects of their experience in PASA practices (e.g., perception of effects of peer feedback, orientations to feedback, engagement in learning, and positive emotions). For the experimental groups, there was a general increase on all variables when comparing responses the pre-test and the post-test surveys. Nonetheless the differences were not statistically significant. When comparing responses from the post-test of PASA survey with experimental groups and end-of-course PASA survey with control groups, results show that students in the experimental groups had more positive perception on 7 out of 10 variables being investigated. Among these 7 variables, however, only the result on the variable 'The Self Aspect of Peer Feedback' (e.g., 'Peer feedback enhances my confidence in learning this course.') was significant. The results imply that further research for a longer period is required to determine whether the positive effects of PASA would sustain.
Qualitative findings reveal that participating teachers and students were positive about PASA practices. They were also positive about using technologies (e.g., Google Form, Moodle, and Padlet) in their PASA practices. The teachers and students had somewhat different ways of perceiving PASA. The teachers focused more on the cognitive aspect of PASA (whether/how such practices enhanced students' learning). The students expressed views both on cognitive and social-affective (whether/how peer relationships influenced their experience in and acceptance of PASA) dimensions of PASA. These findings suggest that higher education teachers need to be more sensitive in catering for students' preferences and concerns when implementing PASA practices.
Impact:
Outcomes from the project encompass pedagogical and scholarship of learning and teaching outcomes. Apart from developing field-tested PASA strategies, training resources and evaluation tools, the project has allowed us to develop exemplars of how PASA strategies can be designed and implemented by teachers. Guidelines for university teachers from different disciplines are drawn from these exemplars based on how project team members addressed concrete issues arising from implementing the PASA strategies. The evaluation data have also informed recommendations based on participating teachers/students' PASA experiences. Iu addition to these deliverables, the project potentially benefits all participating teachers' and students' professional learning relevant to assessment and pedagogical innovation. Through formal (e.g., workshops, conferences, and publications) and informal dissemination (e.g., course meetings) of such outcomes, the project can potentially have long-term impact on the EdUHK and wider higher education communities.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Yang, M., Han, C., Yang, L., Xu, H., Lee, T., Song, B., & Tam, B. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe? Paper presented at the Advance HE Teaching & Learning Conference 2018: Teaching in the spotlight: Learning from global communities, Conference Aston, Birmingham, UK. (Number of participants: 50)(https://repository.eduhk.hk/en/publications/peer-feedback-via-mobile-dev...)
Yang, M. (2018, December). Peer Feedback in Higher Education Classrooms: Comparing Students’ and Teachers’ Perspectives. Paper presentat at the Hong Kong Education Research Association (HKERA) Annual Conference, The Chinese University of Hong Kong. (No. of participants: 30) (https://www.hkier.cuhk.edu.hk/en/hkera_submission.asp?subpage=sub#S6)(https://repository.eduhk.hk/en/publications/peer-assessment-in-higher-ed...)
Yang, M., Yang, L., & Song, B.R. (in press). Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement. Singapore: Routledge.
Teaching and Learning Resources/ Materials (including online resources)
A PASA training package with teacher and student guide as well as exemplars of teacher practices in designing and implementing PASA in different courses. (Please approach the project leader for copy of resources)
Financial Year:
2016-17
Type:
TDG