The session explores the positive impact of well structured online peer evaluation on students’ ability to self-regulate their learning performance through a case study in a graduate business program.
https://teachonline.ca/pockets-innovation/peer-evaluation-learning-and-assessment-strategy-school-business-simon-fraser-university-british The questions which shaped our thinking in this project are:
- How does peer evaluation strategy bridge learning and assessment in an online learning environment?
- Do students perform better in online group projects when they give and receive constructive peer feedback?
The learning environment in business programs needs to be both knowledge-centered and learning-centered (Bransford et al 2000) because the repertoire of skills required to function optimally in small and large groups is acknowledged as a critical point in the learning trajectory in business education (Thomas 2016). A multi-layered learning assessment environment which is held together by an online peer evaluation component, designed on the logic of team-based learning (Michelson, Sweet, & Parmelee 2008) is central to the learning environment. Our preliminary results show that students perform better in teams when they are held accountable for their contribution to group projects. Giving and receiving constructive feedback improves students’ ability to use rehearsal, elaboration and organizational strategies in group projects with increased skills for self regulation (Zimmermann 2000).
In this session, I will present two mini case studies. Using these as a general framework, participants work in small groups on a) the relevance of high impact assessment as lever for active learning b) the role of discipline-specific drivers in creating scafflding for self-regulation in online and blended programs.
