IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

Peer feedback has become increasingly important as a learning activity in higher education in recent decades. This article examines how peer feedback can be developed into an effective learning arena, based on theoretical perspectives and practical experiences from the Norwegian Police University College’s instructor training programmes. Theoretically, the article is based on sociocultural theories of learning, and that teaching is understood as a risk sport, where the outcome is unpredictable and requires flexibility and reflection. Empirically, the article is based on qualitative reflection notes from 17 police students in the instructor training programme for operations centres. The findings show that the quality of feedback is crucial for learning outcomes, and that both written and verbal responses should be combined to promote reflection and clarify misunderstandings. Our findings show that key elements that should be emphasised in the planning and implementation of peer feedback are highlighting the value of peer feedback, establishing clear and unambiguous assessment criteria, and how to organise student groups. Further findings are that it is important to have quality in the form of concrete and action-oriented feedback between students, that peer feedback is characterised by openness, that peer feedback is written with oral follow-up, that the subject teacher is available to ensure quality and professionalism, and that peer feedback provides better quality if students have experience with peer feedback. We conclude that it is easier for students to engage in this learning activity when using these elements.