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As part of their Independent Study (IS), students send their drafts to their peers and receive feedback on their ideas. When the students present their oral defence, the peer review can help them reflect on the learning points for use in their own paper. Our sharing focuses on exploring improvements to the peer feedback system for the Independent Study to (a) make it more systematic and (b) promote higher quality feedback via an online template. The intended outcome is having students report on how the feedback they have received has led to tangible/substantial improvements in their drafts.

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This sharing will explore how we can review the students' performance in Papers 1 and 2 through the use of helpful reminders, examples (both students' and the teacher’s) and practice. The intent is to guide them in understanding success criteria, processing feedback, and acting to close gaps of understanding. This would hopefully empower students to be not only self-directed but also self-regulating in the way they take ownership of monitoring and improving their performance.

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Apart from relying on past A-level exemplars for practice and assessment, there is a need to formulate criteria in order to determine how to select, edit or, where necessary, create text passages for analysis and evaluation. This presentation will examine some of these criteria and illustrate with samples some possible models to employ. By being aware of the guiding principles in text selection, teachers can ensure that these passages serve as a meaningful channel for practice and subsequent feedback.

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Virtue epistemology is a recent approach to most central problems of epistemology which give states called intellectual/epistemic virtues a central or ‘primary’ explanatory role. A key proponent, Linda Zagzebski, defines knowledge as a state of cognitive contact with reality arising out of acts of intellectual virtue. This approach is able to provide a set of principles which are useful in the teaching of Knowledge & Inquiry. Admittedly, the transmission of these virtues is not without its problems. Nevertheless, the cultivation of intellectual virtues such as conscientiousness would make students more effective inquirers.

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Thanks in advance for sharing, Jarrod. What’s your take on the use of checklists to sensitise students to success criteria and encourage metacognition?

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Hi Karen! I'm curious to know more about the role the teacher plays in this peer feedback setup, and how they can value-add (since they are constrained by the one consult rule). :)

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Difference in Peer-Feedback online and in-person

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Difference in Peer-Feedback online and in-person

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Hi Karen, what would you say is similar and different in terms of the efficacy of peer-feedback facilitated online / with ed tech and in-person, without it?

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Hi Benzie, what are some key challenges experienced in editing and creating such passages? Am curious to know if your students have also tried their hand at constructing such passages and whether that might be something to try out as it might sensitise them to what they could look out for in responding to the short passage question.

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Hi Jarrod, what would you say has been most  helpful in supporting students in being more metacognitive in reviewing their work and improving their learning?

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Thanks Veera! I'm quite interested to know how elements of virtue epistemology can be woven into our scheme of work. Is it integrated as a kind of 'hidden curriculum' (e.g. modelling of epistemic virtues in the classroom) or taught explicitly as concepts?

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Appreciate how the approach is both strategic and systematic. Also appreciate the guided questions to give constructive and meaningful feedback. Feel that it also equips them to respond maturely to candid feedback. Useful for their life beyond school.

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I am wondering how do you help student presenters handle the feedback provided and decide on what feedback to accept/reject, especially since they are receiving a large amount of feedback.

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Thanks for the very useful practice shared, HCI.  I was just thinking that students prefer in-person because it requires less prep on their part, and it's easier.  Possibly allowing them to be more cavalier / grandstand as shared.  I like how HCI forces them to write.  It engenders habits of being more considered and charitable in seeking to understand and also help each other, building a community of fellow learners.

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Was wondering whether there might be merit in starting them off with working with these ideas from JC1? You shared you begin with this in JC2? I find the ideas shared very compelling and wonder if introduction in JC1 sets the tone for their 2 years.

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I appreciate the sharing of virtue epistemology and your own teaching philosophy. I also see the value of starting this in Year 1. thank you very much for sharing! : ) It's a lovely reminder for all of us.