Abstract
Studies (Brown, 2008) have shown that students perceive student-teacher interaction and assessment the most significant in terms of their learning. One of the most successful ways students learn information is by teaching it (Topping, 2009). This presentation explores the pedagogy and use of a mini-workshop technique to improve student understanding of course concepts, improve application of critical thinking and specific writing techniques, and develop student self-reflection. For the professor, the technique is less time intensive than standard practice and allows him/her to model academic and disciplinary behavior and engagement with the subject. Preliminary data from student and professor interviews, as well as content analysis of the assignment, rubric, and student reflection will be discussed. Conference participants will then have an opportunity to join a hands-on mini-workshop complete with sample rubric and assignment. The walk through will give participants an opportunity to ask questions and offer suggestions.
Location
Room 1220 A
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Rohrbacher, Chad and Meyerson, Greg, "Improving Peer Assessment and Student Learning" (2015). SoTL Commons Conference. 15.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/15
Improving Peer Assessment and Student Learning
Room 1220 A
Studies (Brown, 2008) have shown that students perceive student-teacher interaction and assessment the most significant in terms of their learning. One of the most successful ways students learn information is by teaching it (Topping, 2009). This presentation explores the pedagogy and use of a mini-workshop technique to improve student understanding of course concepts, improve application of critical thinking and specific writing techniques, and develop student self-reflection. For the professor, the technique is less time intensive than standard practice and allows him/her to model academic and disciplinary behavior and engagement with the subject. Preliminary data from student and professor interviews, as well as content analysis of the assignment, rubric, and student reflection will be discussed. Conference participants will then have an opportunity to join a hands-on mini-workshop complete with sample rubric and assignment. The walk through will give participants an opportunity to ask questions and offer suggestions.
