Formative peer and self feedback as a catalyst for change within science teaching
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Simon
Bedford
and
Serena
Legg
Department of Chemistry, University of Bath, Bath, BA2 7AY. E-mail: S.B.Bedford@bath.ac.uk
Abstract
Feedback to students is vital for effective learning; however, it is a relatively under- researched area in the UK. This study sought to use new and more effective methods of formative feedback to students within the context of Chemistry teaching in order to facilitate student learning. Emphasis was placed on the use of Student Directed Assessment, and in particular, the use of Student Self and Peer-Assessment. During semester 2 of the 2005-06 academic year, a cohort of some 100 Chemistry students and 33 Natural Sciences students attended a series of problem-based workshops designed to test Self and Peer Assessment methods. Results show that both Peer and Self Assessment were preferred over Tutor Assessment. Whilst Peer Assessment was viewed as helping to learn more on specific topics, Self Assessment was perceived as having a didactic value as they learned from their own mistakes. [Chem. Educ. Res. Pract., 2007, 8 (1), 80-92]