Conversations and Perspectives on Peer Feedback for Problem Solving
DOI :
https://doi.org/10.11575/pplt.v3i1.53146Mots-clés :
Peer assessment, peer feedback, formative assessment, learning partnerships, scientific problem solving, reflectionRésumé
Peer feedback has been suggested as an avenue to leverage students as partners in their own learning and assessment across many disciplines. However, successful implementation of peer feedback activities may prove challenging if students believe that feedback requires more objective expertise than they possess. Summarizing participant contributions and dialogue from a conversation café session at the 2018 University of Calgary Conference on Postsecondary Learning and Teaching, this paper explores and classifies the common themes in peer feedback in the context of literature on the subject. The most promising areas for future research and practitioner support in scientific problem-solving tasks are highlighted.
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