The Benefit of Reflection: Assessment through Peer Feedback
A Case Study Service-Learning Housing Project on Nursing Home in Surabaya.
Lilianny S Arifin, Eunike Julistiono, Mariana Wibowo
Petra Christian University, Indonesia.
Abstract
Service-Learning enhances student learning that focus on the subject of reflection during being a learner from the field outcome. The Kemmis Model (Cyclical Model of ActionResearch) introduced the notion that ‘all teachers are learners’ and ‘all learners can be teachers’.Action research emphasises the notion of self observation and self reflection. Howeverobservation and self reflection are challenging methods that value the personal nature of learning.
From the experience on course with title Housing and Human Settlements, showed that peer observation and peer feedback is a key element of academic development and is away to get additional insight into practice. Peer observation acts as collaborative,developmental activity in which students as professionals offer mutual support by observing each other teach;explaining and discussing what was observed; sharing ideas about their experience; reflecting on understandings, feelings, actions and feedbackand trying out new ideas. Peer observation is potentiallybeneficial if conducted under supportive conditions, two disadvantages are that it requiressignificant course time, and it may be seen as interfering.
Introduction
When we, as a society, consider learning we usually focus on the quality of the teaching that
brings about learning. We see learning as acquiring new knowledge and we see teaching as the
art and science of pedagogy. In teaching teachers assume responsibility and direct what, how
and when learning will happen.
However we now know, and have known since the time of Plato and Confucius, that learning is
not a passive authoritarian process; teacher centered. Theorists like John Dewey and Eduard
Lindeman sought to focus on placing the learner at the centre of the educative process. He suggested the following conditions to facilitate effective andragogy (the process of adult
learning) :
(1) Learners need to know why something is important to learn.
(2) Learners need to have the capacity to direct themselves for learning.
(3) Learning needs to be related to the learners' experiences.
(4) People will not learn until they are ready and motivated to learn.
(5) Learners need help in overcoming inhibitions, behaviors, and beliefs about learning.
Andragogy is a process of active inquiry. Active teaching methods are, by their nature and their process, the most suitable methods toaccommodate the range of learner intelligences and the range of learning styles within theappropriate learning theory for effective learning. Active teaching focuses on engagement,participation, empowerment, facilitation and process. In adult education the engagement of thestudents in their own learning is a pillar of andragogy.
This study arises from an action research assignment completed in fullfilment of the course Housing and Human Settlements, Architecture Department, Petra Christian University, Surabaya. In thisassignment, students agreed to participate in a two-stepaction reflection process to identify the levels of self reflection arising from reading their own reflection and peer observation. In the assignment, the authors explored how the learning impactsof a field presentation could be enhanced through oral, written, and visual peer feedback.Therefore, it is critical that the learner develops the skill of reflection and utilises peer feedbackoptimally.
Action Research Models
The action research model draws on the experiential learning model designed by Lewin, (1946)
and developed by Kolb ( 1984) . While empirical research emphasises description and recording
of empirical facts over a particular time period, action research focuses on the analysis of
variance within a real-life situation. Action research happens in a real-world situation where the
researcher is part of the process; not separate from it. Action research is an ongoing process of
‘learning by doing’.
Action research encourages of flexibility enabling practitioners to,
- Change procedures during the course of their research study
- Operate within a relatively quick time frame
- Use triangulation to observe a control situation
- The student group with whom the practitioner is working is the accepted sample
Therefore according to Elliott, the fundamental aim ofaction research is to improve practice rather than produce knowledge.As educators the key question of our action research is ‘How can we help my students improve theirquality of learning’. For the action research educator the key question is : How can we use actionresearch to improve our own learning and be a better practitioner? Elliot suggests action researchnecessarily involves a continuing process of reflection on the part of practitioners.
The action research method is a continuous cycle of
- Identifying a problem,
- Finding and analysing the facts relating to this problem,
- Planning a strategy to address the problem based on the facts,
- Implementation of the plan,
- Evaluation the implementation,
- Reflection on the outcome of the evaluation,
- Arising, the formation of a new plan to address an identified problem and so on.
Kemis also suggest the continuous cycle benefitted from reflection in this diagram,
Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style. Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make. These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking):
The Study Methodology
The issue of sustainable housing andproject management were introduced to the preparation classes so that the learners becameaccustomed to its presence. This was done to reduce
suspicion and fear of doing a project. Tutoracted as observer of theother tutor/researcher as tutors presented their input to class. The effect of this modelling by thetutors/researchers was important for the class group as literature notes people becomeuncomfortable and self-conscious when they realise they may be observed. Thus everyone, it does not matter he/she student or tutor can observe each other to produce the situation of partnership in active learning process.
The class coordinator drew up a list of timelines and allocated names from the student list to do a specific job. The student class representative undertookto negotiate with any student uncomfortable with their responsibility.
For the purposes of this action research project the characteristics of the nursing home was introduced, and each student must has her/his own step grandma or grandpa. Within the syllabus for this course, students were set aside for field preparation by set up a real consultant who were going to deal with the nursing home project. Thus before making proposal, students must conduct survey to the field by their own and tutors join with them as friends not a leader/ teacher. The role of the tutor in such learning is not the ‘the sage on the stage’ but a ‘the guide on the side. Techniques involved include the tutor thinking aloud as they perform a task and then supporting the learner as they do it, gradually removing the support.Realistic problems allow students to address them realistically, taking ownership of their solutions
Assesment Through Peer Feedback , Student Responsibility and Initiative
Learning should be student-centered in the sense that students take initiative and responsibility for their own learning. Learning should be purposeful, which implies that its aims are under student control. It should be self-regulated which involves self-questioning, reflection on learning processesand ‘metacognition’ - learning to learn.
Peer feedback is acollaborative developmental activity in which professionals offer mutual support by observing each other teach, explaining and discussing what was observed; sharing ideas about teaching; gathering studentfeedback on teaching effectiveness; reflecting on understandings, feelings, actions and feedbackand trying out new ideas. Peer feedback may be used in conjunction with groupfeedback discussions and may be used not just as a reflection stand-alone technique.
There are several implications for course design. Firstly, students cannot feel ownership if the learning goals and methods are strictly defined by the tutor. There must be room for negotiation with the tutor on the content and methods of learning. Assessment was through submission of practical task, a course diary and a final course report. Practical instructions concentrated on the tasks to be accomplished rather than the keys to be pressed. While the topics of the practical sessions were fixed, some practical tasks allowed individual choice: for example, the practical task on housing design allowed students to chose their own research subject; they had a free desicion in creating their own material to be expressed in the housing design .
Secondly, students must have the opportunity to manage their own time. This requires the course to be resource-based, but a schedule was provided as a framework to encourage steady progress. Tasks were required to be submitted within a week of the schedule although extensions were granted.
Thirdly, to make metacognition explicit, students must assess their own learning. Self assessment could take place when completing refelction during the course - initial and final ones and an intermediate ones on essential skills and progress in the course. Students were required for assessment to keep a diary of learning activities week by week, and asked to comment on their learning.
Peer Reflection as peer feedback then, can acts as the assesement for themselves that encouraging students to think about what they have done, how they have done it, and how they could do it differently or better next time. Some guidelines are : what your natural role is, how you selected your leader, how your feelings towards the group changed over time, did your feelings affect your actions?, did roles change?, were there periods of social difficulty? what phases did the group go through?, would you work with your group again?, how did you help your group to work and develop?, did others help or advise you? which event do you remember best?
This is the first time for me to work as a team. Everyone has her/his own responsibility, but not everyone has willingness to help other. By this service-learning I am aware that I have leadership talent, before I was afraid to remind other people. I have challenge to ask my friend to do her/his job to complete the project.
Iused to be an activist in student union, but to do a project for nursing home by making an adhoc committe that acting as a real architectural consultant is really make me learn a lot. We got 7 million rupiah as a modal, and we still need 40 million rupiah for the project. I learn how to manage the project and negotiate with other. But, most of all I fell so happy that I have knowledge how to handle variety characters of my friends, and support them when there is a conflict.
What I will do differently next time is to take care my parent in my own house...I was so touched by the loneliness feeling of some grandma.....
Discussion
The Benefit of Peer Fedback in reflection, is that students learn some problem may be happened, like, mis-understanding about responsibilities, lack of commitment in some members, personality clashes , and avoid one person doing all of the work.
But, when they can keep in discussing through reflection weekly, so a healthy peer relationship could be happened, like :
a. Real friends help to discover our identity and establish our independence. Friends give us a safe place to explore our identity and understand ourselves. They bring to surface things that we never knew about ourselves before. During the project in nursing home, students got a valuable criticle moment that stimulated them to have contact withgrandma and grandpa asa new thought, emotions, and behavior. Studentsfind mutual bonds with them as they try to gain more independence from theirstep-grandpa or grandma. And students make their own commitment to give more attention and high respect to their parents.
b) Real friends help them to make good decisions about moral issues and values. The values continually challenge or reinforce students ad they grew up with, and the nursing homegive them opportunities to refine, and adjust these values according to thier own personal beliefs.
c) Real friends give them emotional and social support. Friends can allow them to share intimately about their feelings and fears without judging them, whether the issue is about ourselves positively and negatively. Their friend make them feel that each student is accepted and that they belong. Friend help them during times of stress. Friends understand them and students can boost their self-esteem directly or indirectly, making them feel good about theirselves.
Some advantages can be drawn, but also some disadvantages found during the project.
The advantages are:
- Helps students to become more responsible and involved.
- Encourages students to critically analyse work done by others, rather than simply seeing a mark.
- Gives students a wider range of feedback and make the commitment.
- More closely parallels possible career situations where judgement is made by a peer.
And the disadvantages are:
- Students may lack the ability to evaluate each other (because of friendship has been bound their fairness, somehow)
- Without lecturer intervention, students may misinform each other.
From this study, it is found that Peer Feedback as a tool for assessment in Service-Learning will give benefit to students to become conscious with her/his talent. They can explore their talent and develop during the Service-Learning project. Thus this study enriches the reflection model of Kemmis, that students are not just learning focus on the subject of reflection during being a learner from the field outcome, but they got benefit for their talent development to arrive at their career later.
Together with the cycle of Kolb’s learning style about ''dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking), we can summarize that students have learning cycle continuously from action – reflection – conflict – commitment. After having experience from the field, students make their reflection based on past experience, but then they can look to the future by reviewing their reflection, during this stage students might face with the conflict situation, and they can grasp their experience during conflict to make their commitment and transform the commitment to the new action. The proposed diagram below,
References
Carr, W. and Kemmis, S. (1986) Becoming Critical:Education, Knowledge and Action Research, Falmer, London.
Elliott, J. (1991). Action Research For Educational Change, Allen and Unwin, London.
Kemmis, S. and McTaggart, R., eds. (1988) The action research planner, third edition. Victoria: Deakin University.
Kolb, D. A. (1984) Experiential Learning. Experience as the source of learning and development, Englewood Cliffs, NJ.: Prentice-Hall.
Lewin, K, (1946 )Action Researchand Minority Problems, Journal of Social Issues, Vol.2. p.34-46.
Schon, D. (1983) The Reflective Practitioner:Hoe Professionals Thin in Action, Basic Books, New York.
*10 Juni 2011*
3 rd Asia Pacific International Conference in Service-Learning, 8-11 of June 2011