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Innovation projects Faculty E-learning projects 2017-2018


Active learning template

This template describes the use of peer feedback and assessment into courses. This template covers the educational aspects of using peer feedback and assessment, the section “more info” points to technical support for the tool used (PeerCeptiv).

Why it works

Giving effective feedback is widely regarded as an effective learning strategy. Hattie (2012) identified feedback as one of the most powerful strategies for effective learning. Allowing students to give feedback to each other can help students focus on the course outcomes, comparing their own work with what is required in the course. Using software to handle the logistics of collecting and forwarding large numbers of assignments and feedback helps to make this process manageable for lecturers. In the video, Professor Robert Inklaar describes why he started to use this innovation in his own course, what he did, and what are the main lessons learned.

Constructive alignment

With any course, the design is about alignment of teaching and learning activities, learning outcomes, and assessment (Biggs & Tang, 2011). This principle is called constructive alignment. The idea is that all course activities are directly aligned with the learning outcomes of a course. Further, the learning outcomes and the activities are aligned with the course assessment. This helps students to focus their attention on the important parts of the course and course materials. Students are often quite goal-directed: they spend their time on course tasks that are rewarding for them, which means it helps them pass their exams. For peer-feedback this means that the work that students put in is rewarded and that the quality of the feedback they give is rewarded.

Learning outcomes

Students will spend considerable time on writing their reports, reading the work of others and providing feedback. So, make sure that the work they put in is connected to the learning outcomes of the course. PeerCeptiv supports writing tasks, so, check in your learning outcomes whether and how much time your students can spend here. A list of action verbs can help to further specify your learning outcomes. Make sure you discuss with your students why you are using this method and how you think it will help them learn.

Course activities

Peerfeedback is suitable for courses where writing tasks are important and you would like students to work actively on the criteria for your course.

Activity workflow

Typically, the course of activities is given in the chart below. Note that carrying out these steps takes considerable time in your course. Time is needed ahead of the course for a lecturer to prepare rubrics and set up assignments, for students to do the writing for their assignments, collecting student writing, reviewing the work, and improving feedback in a final report. During a course the time needed for this feedback process is easily 3-4 weeks, implementing this in your course planning can be quite a puzzle. Also, consider if you want to add another cycle of providing feedback, for students to improve their report based on the feedback received.


During the process, as a lecturer you keep track of the quality of student writing, you can do this using the in-built analytics of PeerCeptiv, or via a face-to-face feedback meeting with your students.

In this process, the use of rubrics is vital. Rubrics are used for students to give feedback, and for final assessment of the students’work. More about the use of rubrics in the next section.

Testing and assessment

Students need guidance and support to give quality feedback. Typically, peer assessment is used for tasks where no clear right or wrong answer can be given. With rubrics you as a lecturer can express your expectations around a task. Rubrics allow scoring of subjective criteria. This is done by constructing a table, giving the criteria, and graduations of quality regarding these criteria. As stated above, next to providing rubrics to students, they need explanation and practice in order to give constructive feedback. As a lecturer, you may consider going through a practice task with your students first.

As an example, a rubric constructed to evaluate Master’s theses at the Faculty of Economics and business (Ossevoort, 2016) is given. To find more rubrics within your topic area, a google search often gives great results.


More info

  • Nestorsupport can help you to implement PeerCeptiv in your Nestor course.

For education support, contact:

  • Hans Beldhuis
  • Vincent de Boer
  • Koos Winnips


Hattie, J. (2012). Visible learning for teachers: Maximizing impact on Learning. Oxford, UK: Routledge.

Strijbos, J.W., Sluijsmans, D. (2010). Unravelling peer assessment. Learning and Instruction (special issue), 20(4), pp. 265-348.

Winnips, J.C., Brussen, K. (2016). University of Groningen E-learning booklet

Laatst gewijzigd:04 december 2018 12:16
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