TEACH Journal of Christian Education

Article Title

Classroom Confirmation Panels: Facilitating Feedback in Communities of Practice in Classroom Learning Groups

Authors

Lindsay Morton, Pacific Union CollegeFollow
Daniel Reynaud, Avondale University CollegeFollow

ANZSRC / FoR Code

39 EDUCATION

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

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.

Display as Peer Reviewed

Peer-Reviewed

Recommended Citation

Morton, L., & Reynaud, D. (2021). Classroom confirmation panels: Facilitating feedback in communities of practice in classroom learning groups. TEACH Journal of Christian Education, 15(1), 43-49.