Implementation of the peer feedback strategy at KP: The interplay between strategy and teaching practice: Peer feedback - changes in strategy and teaching practice.

Title: Peer feedback - changes in strategy and teaching practice.
This poster presents the process of implementing an institutional framework, as well as centrally developed ideas about peer feedback into specific, situated educational practice in the bachelor´s degree programme in Biomedical Laboratory Science at University College Copenhagen (KP).
Peer feedback has been used for many years as one of many didactical tools to enhance student learning in higher education (Winston, N. & D. Carless, 2020) and in 2019, when KP was officially formed by a merger between the former UCC and Metropol, peer feedback became a part of the organizational strategy. In this merging process, the new institution formulated a strategy with the headline “Together for excellence in teaching”. This strategy was supported by multiple cross-curricular initiatives aimed at increasing interactions in teaching and learning between students (as well as between staff-members). One of these initiatives centered on implementing peer feedback practices in selected professional training programmes, first as a pilot project, aimed at subsequent implementation across the 20+ educational programmes at KP. The pilot project was planned and monitored by a working-group led by a dean and consisting of representatives for the 6 programmes involved in the pilot-testing. The pilot-testing ended by testing four different formats for student peer feedback, presented online here: peerfeedback.dk (in Danish). The formats are “dialogical peer feedback”, “structured peer feedback using Peergrade”, “online collaborative peer feedback”, and “process focused group peer feedback”.
In this poster we describe how this centrally-initiated action is translated into teaching practice in the bachelor´s degree programme in Biomedical Laboratory Science.
The poster will present the timeline for implementing the peer feedback strategy as well as map all the peer feedback activities that take place during the 7 semesters of the Biomedical Laboratory Science programme. Furthermore, will it describe how faculty development and professional development with regard to peer feedback has been prioritized, using the Biomedical Laboratory Science programme as an example.
The pilot-testing at Biomedical Laboratory Science involved first semester students using the peer feedback format “process focused group peer feedback”. Faculty members have shared their experience with the working-group at KP and with other faculty members at the Biomedical Laboratory Science programme. Students involved in the pilot were interviewed and their experience with the peer feedback will also be described in the poster.
By having an explicit peer feedback strategy at KP more faculty members have started systematically to share teaching practices with each other and learning from each other.
We have learned that the students need clear scaffolding to develop peer feedback competences. The students also raised awareness about the impact that peer feedback activities have on their social life at campus and state that it influences the relationship between students. This will be unfolded in the poster.

References:
Winston, N. & D. Carless (2020). Designing Effective Feedback Processes in Higher Education: A Learning-Focused approach. London & New York: Routledge.