Rough Draft Workshop: Group Peer Assessment Jigsaw Activity for Case Study or Procedural Writing
At a Glance
Discipline
- Health science
Instructional Level
- College & CEGEP
Course
- Interventions in vascular and respiratory conditions 144-551 DW
Tasks in Workflow
Social Plane(s)
- Group
- Whole Class
Type of Tasks
- Reading
- Writing
- Analyzing
- Reviewing & assessing peers
Technical Details
Useful Technologies
- Online collaborative platform (Google Doc or Teams)
Class size
- Very small (< 20)
- Small (20-49)
Time
- Single class period (< 90 mins)
Instructional Purpose
- Application & knowledge building
- Consolidation & metacognition
- Assessment & knowledge refinement
Overview
This workshop was used for a Reverse case study assignment for lung pathologies. Students were asked to evaluate their own and their peers’ work against guidelines & standards, a checklist and rubric through guided self-evaluation and peer feedback. As presented, it was used as part of a multi-stage group assignment as an opportunity for students to improve the quality of their work prior to submission, but also to hone their meta-cognitive skills through cognitive apprenticeship.
This activity can be done individually or be paired with DIY case building: Reverse cases for lung pathologies and Mock data collection and role play for health disciplines in-lab practice.
Instructional Objectives
- Students will evaluate their own work and their colleagues’ work against a set of guidelines, a completion checklist, and a qualitative rubric.
- Students will compare and contrast elements of their work against that of their colleagues in order to identify main differences and similarities in clinical presentation and rehabilitation management of different types of lung conditions.
Workflow & Materials
Activity Workflow
Contributor's Notes
Sharpens students metacognitive skills (self & peer evaluation), deepens treatment planning and clinical reasoning abilities (analytic/evaluative), helps students integrate knowledge into holistic understanding of a client. For teacher, reduces quantity of grading and feedback through use of mastery learning principles. Students do much more of the feedback process themselves and just hand in better work.
I struggled with the quality of peer feedback (not resulting in adequate improvement in quality of work). This has resulted in the construction of the various scaffolds included in the materials section, and increased guidance before, during, and after the activity to ensure students get the maximum benefit from it. It is still a work in progress, but it gets better with implementation each year.
- Thorough teacher guidance both synchronous (just in time teaching style) and asynchronous (in the form of scaffold, guidelines, instructions, rubric, etc.)
- Only use activity with students who are higher level or increase scaffolding.
Applied Strategies
Related Activities
Published: 08/03/2023
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