Student Peer Review as a Tool for Efficiently Achieving Subject‐Specific and Generic Learning Outcomes: Examples in Botany at the Faculty of Agriculture, University of Belgrade

Abstract

Several teachers at the Faculty of Agriculture at the University of Belgrade recognised the need to improve teaching methods in order to actively involve students in the teaching process, help them learn more effectively, and reduce the low exam pass rate. This led to a purpose‐designed course on improving academic skills, after which the author has been implementing interactive teaching methods for the past three academic years, with positive results in improving student exam performances as well as enabling the acquisition of valuable generic skills. Presented here are attempts to test students' ability to assess themselves and each other by introducing student peer reviewing and student self‐assessment exercises.

1. The author would like to acknowledge her peer reviewers Ana Pešikan, Steve Quarrie, Vesna Poleksić, and Biljana Vucelić‐Radović for their valuable comments and suggestions for improvements of these classes as well as her assistant Ivan Šoštarić for assistance in preparing the classes, and also active participation in contributing to the evaluation process.

Notes

1. The author would like to acknowledge her peer reviewers Ana Pešikan, Steve Quarrie, Vesna Poleksić, and Biljana Vucelić‐Radović for their valuable comments and suggestions for improvements of these classes as well as her assistant Ivan Šoštarić for assistance in preparing the classes, and also active participation in contributing to the evaluation process.