On Thursday 5 October I got the chance to present our pilot study about scalable peer-feedback design at the TEA conference (International Technology Enhanced Assessment Conference) in Barcelona. In this post, I want to give you a short overview of our study.
Incentive of the study
The motivation behind our study was to investigate whether and how embedded, student-focused peer-feedback design has an impact on student perception regarding peer-feedback. In the literature, peer-feedback is seen as a scalable way to manage large student numbers. Scalability often is approached by a quantitative perspective: “A MOOC is scalable because it provides education to large student numbers.” NO! It would be a shame to pursue a purely quantitative goal in education. What we want is high quality at large scale. That’s why we introduced the term ‘Educational scalability’ which is the capacity of an educational format to maintain high quality despite increasing or large numbers of learners at a stable level of total costs (Kasch, Van Rosmalen, Kalz, 2017, submitted).