Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback

Source: European Journal of Teacher Education, Volume 35, Issue 2, 2012, pages 179-197

The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills.
The study also examined the impact on student learning outcomes within a project based module with a significant design element.
The participants were forty-seven students, who participated in the pilot of an online peer feedback system.

The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
The results also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills.