A success story of using peer assessment for formative assessment of reflective writing: a cross school project

Research output: Contribution to conferenceOther

Abstract

A cross school project between The School of Health Sciences and The School of Pharmacy & Biomolecular Sciences was successful in introducing self and peer assessment of reflective writing as a formative assessment of level 4 and level 5 clinical skills modules for apprentices on The Foundation Degree in Health and Social Care Practice. The aim of the project was to enable apprentices to develop both their reflective writing skills, and their confidence in giving and receiving structured feedback using a clear model. These skills are vital areas for development as learners to prepare them to be competent reflective practitioners and assessors in clinical practice capable of giving meaningful feedback to future learners and peers. To achieve the project 3 lecturers worked closely with Fiona Macneill, who offered in-depth learning technology support, to ensure a rigorous and straight-forward process for the apprentices. This session will include an overview of the project, and an evaluation using learner feedback and project team experience of using this method. It will also provide useful materials for anyone interested in setting up this tool within their module. References: Bain, J., Ballantyne, R., Packer, J. and Mills, C. (1999) Moon, J. (1999) Reflection in learning and professional development: theory and practice. Abingdon: Routledge. Teachers and Teaching: Theory and Practice [Online], 5 (1), pp. 51-73. Moon, J. (1999) Reflection in learning and professional development: theory and practice. Abingdon: Routledge
Original languageEnglish
Publication statusPublished - 2020
EventEducation and Student Experience Conference - University of Brighton, Brighton, United Kingdom
Duration: 10 Jul 202010 Jul 2020

Conference

ConferenceEducation and Student Experience Conference
CountryUnited Kingdom
CityBrighton
Period10/07/2010/07/20

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