Improving Student Success and Teaching Effectiveness through the TEACH Model

How we define and measure students' competencies is directly related to the system and structure we use to deliver feedback. That's where the T.E.A.C.H model comes in. The T.E.A.C.H model guides effective and meaningful feedback, to advance learning and ensure students get the most out of the peer learning experience. 

Before diving into the 5 aspects of the T.E.A.C.H model, it is important to understand the link between this model of feedback and Competency-Based Learning (CBL). Competency-Based Learning is an efficient and effective way to engage students in the classroom and connect skills to real-world experiences. CBL is centred around students demonstrating the desired learning outcomes and competencies.  

By following the T.E.A.C.H model, students are able to provide and receive the feedback they need to succeed in achieving the learning outcomes and mastering the competencies set out in a given activity, or course. This is particularly the case where peer assessment is involved. 

A 2005 meta-analysis highlights a positive relationship between integrating feedback processes in assignments and students’ academic performance. Students who received and gave feedback on their assignments demonstrated higher knowledge acquisition and application skills because they learned more course material and applied their knowledge in order to provide constructive feedback (Vollmeyer & Rheinberg, 2005). Overall, peer assessment allows students to demonstrate their understanding of course content while interacting with their peers.

Professors who use the T.E.A.C.H model for activities that utilize peer-to-peer feedback ensure feedback is timely, appropriate, and personalized to maximize learning while encouraging critical thinking.

The T.E.A.C.H Model

The TEACH model, adapted from “Breaking with Tradition: The Shift to Competency-Based Learning in PLCS at Work” by Brian M. Stack and Jonathan G. Vander Els., assumes five essential elements to facilitate effective peer assessment in Competency-Based Learning.

T: Students should receive (T) timely, differentiated support based on their individual learning needs.
E: Instructors should identify (E) explicit, measurable and transferable learning expectations and competencies.
A: Instructors should provide (A) appropriate feedback based on the students’ level and help them advance when they have demonstrated competencies
C: To provide (C) considerate un-biased feedback that emphasizes competencies that include application and creation of knowledge, along with the development of important skills and dispositions
H: Assessors should provide meaningful comments and (H) helpful feedback to foster a positive and constructive learning experience.


An effective feedback process helps students develop necessary soft skills such as communication, analysis, and critical thinking. Following the T.E.A.C.H model in the feedback process will further enhance the development of these skills as students and instructors provide individualized, meaningful feedback all while applying their own knowledge about the course content.

The benefits of using the T.E.A.C.H model reach beyond the classroom, as students feel empowered in their learning and build the confidence to critique their peers and develop competencies for their future. Soft skill development, including communication and critical thinking skills, propel students forward in their academic and professional careers. Moreover, incorporating reliable and calibrated peer-assessment through Kritik increases grading efficiencies and reduces instructor grading burdens.

How does Kritik help you incorporate the T.E.A.C.H model into peer assessment activities?

Kritik is a peer assessment platform that enhances the teaching and learning process by facilitating Competency-Based Learning. Within this process, the T.E.A.C.H model is applied to guide students on how to assess their peers’ work effectively.

Scaffold Learning with Timely Input

One way professors use Kritik is to scaffold larger assignments while requiring personalized feedback during the assignment’s evaluation stages. This means students have the opportunity to critically think, apply their knowledge when assessing peers’ work, and develop competencies within the course through the peer assessment process. Additionally, through the scaffolding process, breaking larger assignments into smaller sections that build off each other, students receive ongoing timely feedback - in line with the expectations set by the T.E.A.C.H model. 

In Kritik, while students evaluate their peers, professors provide personalized guidance and support for students to expand, enhance or correct learning. Scaffolding is an effective way to motivate students because they are receiving individualized support and have structured opportunities for self-reflection while interacting with their peers at differentiated levels.

Developing Soft Skills with T.E.A.C.H Feedback

Kritik goes beyond delivering assignments. The platform helps students develop the skills they need to succeed in their academic and professional futures. Using the T.E.A.C.H Model encourages students to follow deadlines and provide timely feedback to their peers while pacing their learning. 

Kritik provides the freedom, guided by rubrics and clear activity outlines, for students to become expert evaluators delivering explicit, considerate, appropriate and helpful feedback. In fact, in Kritik, the average grading score increase per student per semester is 255%. The grading score is an indication of students’ evaluative abilities and critical thinking, so this growth reflects student progress achieved over the course of a semester - resulting in real-world skills leading to their success in the classroom to the workplace.

The peer assessment process in Kritik is also anonymous, which removes assessment bias and allows students to feel comfortable providing critical and motivational feedback to their peers. When students provide anonymous feedback to one another, they are more likely to focus on providing genuine critical feedback. Students are encouraged to share their thoughts and learn deeper while engaging in healthy dialogue. In an analysis of 140,000 peer-evaluated student assignments on Kritik, only 1-4% of students disputed their grades; a low frequency of grade disputes within courses suggests that students are assessing each other fairly and accurately. 

The peer assessment process guided by the structure of the T.E.A.C.H model allows students to feel valued and empowered in their learning with opportunities to critically and communicate their thoughts and ideas.

“I knew I wanted the students to leave the class with a strong understanding of critical thinking, creative thinking, the general research process and the ability to receive and apply both constructive and motivational feedback to their peers.” - Dr. RayeCarol Cavendar, Human Environmental Sciences, University of Kentucky

Calibrating for Meaningful Evaluations

Kritik uses a calibration algorithm to guide students to evaluate their peers at the same level as their instructor. This leads to a reliable and accurate grading process with insights and metrics within the Kritik platform that get automatically adjusted following each activity. The calibration algorithm, not only guides students to improve their evaluations, it helps educators identify students’ prior knowledge and level competency at the beginning of the course, and group students to ensure an even distribution of evaluation levels throughout the peer assessment process.

The ability to calibrate students’ level of knowledge allows educators to also develop course materials that reduce learning gaps. For example, instructors use Kritik to identify groups of students within the same level of understanding and provide resources and mentorship geared to the appropriate level. Students who are excelling can be provided with opportunities to extend their learning and materials can be provided for students who score lower and require additional support.

Kritik is used by professors to create a diverse academic environment where novice and more advanced students feel comfortable and empowered to deepen their knowledge in the same learning environment. Following the T.E.A.C.H mode, calibration in Kritik helps equip students and professor with the data and insights to maximize learning to guide students towards academic success through peer learning.

Conclusion

Using the T.E.A.C.H model through each activity in Kritik means students develop foundational skills like communication, critical thinking, and discipline while applying their knowledge of course material and concepts.

Traditional teaching methods have restricted students from taking charge of their own learning. Peer learning alone won’t transform the experience for students, however, with the right structure provided by Kritik along with the integration of the T.E.A.C.H model, students will develop fundamental soft skills, and educators and students will collaborate to deliver high-quality feedback and promote critical thinking and communication skills. 

With this method of learning and teaching, every student has the opportunity to receive the personalized support to apply their knowledge while being exposed to new perspectives and ideas. Additionally, instructors have more time to mentor their students and provide additional feedback when necessary to ensure that students have the resources and knowledge they need to become strong evaluators, critical thinkers, and masters of their competencies. 

Using Kritik, instructors build an environment where students learn by doing; students are taking ownership in their learning by providing quality feedback to their peers for each assigment. 

Learn more about Kritik, peer learning and the T.E.A.C.H model by meeting with a member of our team.


References

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Kim, J. (2020, May 30). The 5 most commonly found metrics for student success. Evisions. Retrieved November 5, 2021, from https://evisions.com/resources/blog/5-commonly-found-metrics-student-success/

Lane, Murray; Moore, Alison; Hooper, Louise; Menzies, Victoria; Cooper, Bernadine; Shaw, Natasha; Rueckert, Caroline (2019). Dimensions of student success: a framework for defining and evaluating support for learning in higher education. Higher Education Research & Development, (), 1–15. doi:10.1080/07294360.2019.1615418. 

Macpherson, K., & Owen, C. (2010). Assessment of critical thinking ability in medical students. Assessment and Evaluation in Higher Education, 35(1), 41–54. https://doi.org/10.1080/02602930802475471

McLaren, S. (2019, March 20). Here's how you can measure soft skills effectively in 6 steps. Here's How You Can Measure Soft Skills Effectively in 6 Steps. Retrieved November 1, 2021, from https://www.linkedin.com/business/talent/blog/talent-acquisition/soft-skills-are-hard-to-assess-but-these-steps-can-help

Nancy Law, Hanna Dumont, Amelia Peterson, & Marc Lafuente. (2018). Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning. https://doi.org/10.1787/9f843a6e-en

Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64(2), 109–118. https://doi.org/10.1016/j.jml.2010.11.002

Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589–602. https://doi.org/10.1016/j.learninstruc.2005.08.001


Carine Marette
Carine is the Co-Founder of Kritik.

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