16 SES 03 A, ICT in Context Part 2
Symposium continued from 16 SES 02 A
Self-Regulated Learning (SRL) is not an easy competence to promote in higher education unless there is a specific intention. This intention implies providing training (Scott,2017) and practice (Hattie & Timperley, 2007; López-Pastor & Sicilia-Camacho, 2017) for a sustained period. The peer assessment strengthens this competency because students need a deep understanding of the criteria, have to apply them with a reflective thinking and the cognitive and meta-cognitive awareness increases (Simpson & Clifton, 2015). However, not all feedback is equally effective: a dialogical and self-regulated feedback seems to foster SRL much more than corrective and unidirectional feedback (Boud & Molloy, 2015; Nicol & Macfarlane-Dick, 2006; Nicol, Thomson, & Breslin, 2014). The purpose of this contribution is to analyse how peer feedback in pre-service teacher studies at the University of Barcelona fosters SRL. The experience consisted of developing a complex task that was composed of several activities. After the submission of each activity, students peer-assessed their colleagues’ activity using the tool “Workshop” allocated in Moodle LAMS. Following Zheng, Cui, Li& Huang (2017), several studies indicate that online peer assessment has more advantages than face-to-face assessment, including enabling peers to provide feedback anytime and anywhere, automatically recording peer assessment activities, and assisting teachers in acquiring more information about learners. This feedback had to be used for the next assignment, trying to close the learning loop. In the experience, the assessment criteria of the task, the feedback provided, students' satisfaction questionnaires and the initial and final data about SRL (by ad hoc questionnaire) were collected. Poor improvements were found. These findings can be the result of the lack of specific training and the limited duration of the experience (four months). A cultural change (assessment literacy), a deeper active role in the representation of the criteria and a greater engagement with the application of the received (by peers) feedback are necessary in order to foster a dialogical and self-regulated feedback.
Boud, D. & Molloy, E. (Eds.) (2015). El feedback en Educación Superior y Profesional: Comprenderlo y Hacerlo Bien. Madrid: Narcea. Hattie, J., Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. López-Pastor, V. & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. doi: 10.1080/02602938.2015.1083535 Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and selfregulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. Nicol, D., Thomson, A., Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. Simpson, G. & Clifton, J. (2015). Assessing postgraduate student perceptions and measures of learning in a peer review feedback process. Assessment and Evaluation in Higher Education. DOI:10.1080/02602938.2015.1026874 Zheng, L., Cui, P., Li, X., & Huang, R. (2017). Synchronous discussion between assessors and assessees in web-based peer-assessment: impact on writing. Assessment & Evaluation in Higher Education, 1-15, http://dx.doi.org/10.1080/02602938.2017.1370533
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