Classroom confirmation panels: Facilitating feedback in communities of practice in classroom learning groups

Abstract

This article explores innovative peer-assessment strategies to create and support lifelong learners. It proposes that the confirmation panel—a formal progression requirement of a postgraduate degree—can effectively facilitate feedback, function as an assessment tool, and meaningfully induct both secondary and undergraduate tertiary students into a community of practice. The confirmation panel offers immediacy and richness of feedback, promotion of accountability, empathy, confidence, content knowledge, and—importantly—the transfer of tacit knowledge specific to a community of practice. Other positive results include: building and (re)structuring metacognitive frameworks, facilitation of self-reflection, and the forming of a creative, collegial environment where standards are clarified and learning is scaffolded.