European Journal of Teacher Education volume 35, issue 2, P179-197 2012 DOI: 10.1080/02619768.2011.643396 View full text
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Raymond Lynch, Patricia Mannix McNamara, Niall Seery

Abstract: The incorporation of self-and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers' critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty seven students participated in the pilot of an online peer feedback system. Results sugg…

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