Wie können Sie Peer-to-Peer-Feedback in der Hochschulbildung fördern?

I have always practiced and encouraged peer-to-peer feedback as Research Head. Fostering peer-to-peer feedback in higher education requires a model that combines structured guidance with autonomy. The "Triple S" model - Specific, Supportive, and Suggestive - encourages constructive critique. Practice involves workshops embedding feedback skills into coursework, emphasizing active listening, and providing clear criteria. By nurturing a culture where students view feedback as a collaborative tool, higher education cultivates a community of continuous improvement and mutual empowerment.

Feedback is essential to growth and deepening of one's understanding of concepts. For its maximisation, learners should be informed and assured that the classroom is a safe-space for them to experiment, to receive and give feedback. We can underscore this at the start of the course and prior to the peer feedback exercise so that all are apprised. It can also be helpful to provide a structure so that learners understand how to give feedback to one another as well as the open mindset they should have in the exercise. Encourage learners to be constructive in their sharing- 1 to 2 things they observed their peers to have done well and 1-2 things that they may have done differently. Validation is important in learning so do focus on this.

In cultivating reflection and action within peer-to-peer feedback in higher education, my experience underscores the significance of a two-fold approach. Firstly, structuring feedback sessions to include dedicated reflection time fosters thoughtful consideration of received insights. Encouraging peers to articulate their takeaways and potential action steps propels the process beyond critique into actionable improvement. Secondly, integrating feedback into iterative assignments ensures that reflective insights translate into tangible adjustments, fostering a culture where constructive feedback becomes a catalyst for continuous learning and enhancement.

My perspective is as a faculty member reflecting and acting upon peer feedback with another faculty member. Some of the most important tips I have learned have been gleaned from observing faculty peers teaching. I have been at institutions where this was structured and others where it was informal. In both instances, I have found the discourse following a peer observation to be equally rewarding and enriching to both parties. It can be lonely teaching a class - the students generally don't challenge you academically or on the way you instruct, but that's what I need. My peers do that for me and it improves student learning.

Having navigated the intricacies of feedback processes in higher education, the key lies in a cyclical evaluation-improvement paradigm. Regularly soliciting input from students and educators through surveys or focus groups provides valuable insights into the efficacy of the feedback system. Utilizing data analytics to identify patterns and areas of improvement ensures a targeted enhancement strategy. Moreover, creating avenues for continuous dialogue and adapting feedback mechanisms based on evolving pedagogical needs fosters a dynamic and responsive feedback ecosystem, ultimately enriching the learning experience.

Curiosity is the fuel that drives interest and can be great for creating a respectful environment which supports peer-to-peer feedback. It is also useful for developing our own teaching skills. When you chat with a teacher, you should be eager to learn more about the way they teach. I find that observing another teacher or inviting a teacher in to observe my teaching can be very powerful and encourages strong reflection on my own teaching practices. It's good to ask what feedback they are looking for and to ask questions when there are big differences. You should respect differences and diversity, you don't have to agree with everything they say or do, but you should be open-minded and curious about their perspectives.

Instead of solely focusing on the outcome you intend, consider a wide range of outcomes that may arise from the task and use these to drive engagement and a safe and positive learning experience. Engagement will likely be higher if the task is relevant to the students' overall experience. Some will be invested in helping others to improve in the classroom and celebrating each others' successes. But others may be more invested if you connect it to future workplace experiences and interacting with line managers/employees/colleagues. Thinking through the student journey from understanding the task > engaging > completing > outcomes may help identify potential pitfalls or chances to support success.