Enhancing coherence and student engagement through portfolio assignments and peer-feedback

Abstract

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.

Keywords

• Peer-feedback
• Teaching development
• Student involvement