| Title: |
Enhancing Coherence and Student Engagement through Portfolio Assignments and Peer-Feedback |
| Language: |
English |
| Authors: |
Lisa Gregersen Oestergaard (ORCID 0000-0003-2255-1391); Janne Saltoft Hansen; Maiken Bay Ravn (ORCID 0000-0001-6978-6070); Thomas Maribo (ORCID 0000-0003-0856-6837) |
| Source: |
Discover Education. 2024 3. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Portfolio Assessment; Student Projects; Peer Evaluation; Cooperative Learning; Learner Engagement; Achievement Gains; Self Esteem; Learning Strategies; Reflection; Academic Achievement; Rhetoric |
| DOI: |
10.1007/s44217-024-00260-1 |
| ISSN: |
2731-5525 |
| Abstract: |
Portfolio assignments and peer-feedback can enhance coherence and student engagement in a course programme, thereby improving learning outcomes. In a course, students obtain permission to take the examination for their semester course upon approval of at least three out of five portfolio assignments. The portfolio comprises three individual assignments with peer-feedback and two group assignments, one of which includes peer-feedback. In the evaluation of the developmental process, electronic course evaluations were conducted by all students, and semi-structured interviews were held with five students. We found that the use of portfolio assignments and peer-feedback has increased the coherence of the course and ensured that students engage with the academic content between course sessions. Furthermore, portfolio assignments and peer-feedback have promoted the use of in-depth learning strategies and enhanced student reflection. We estimate that criterion-based feedback guides and rubrics have boosted student confidence and improved the quality of their assignments. To implement peer-feedback effectively, we consider it necessary to support the complex processes involved with a stable and well-functioning digital peer-feedback tool. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1441338 |
| Database: |
ERIC |