Improving Student Success and Teaching Effectiveness through the TEACH Model

Measuring student success and teaching effectiveness using the T.E.A.C.H model

Defining and measuring students’ achievements in competencies will provide students more opportunities for growth while acknowledging various conditions for individualized student success (Caspersen et al., 2017).

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. Based on methods of Competency-Based Learning, 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.

Competency-Based Pedagogy

Kritik hosted a session about Competency-Based Education at Educause in October 2021.

Peer assessment is an effective method to facilitate competency-based learning. 

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.

Many K-12 institutions have successfully implemented CBL to allow students to develop soft skills as they progress through school. Higher education institutions are now pursuing CBL to measure and implement soft skill development to set students up for success in their future careers.

Why is Competency-Based Learning important and how is it connected to the T.E.A.C.H model?

Competency-Based Learning is an efficient and effective way to engage students in the classroom and connect skills to real-world experiences. Traditional teaching models fail to incorporate CBL so students don’t get to experience the dynamic benefits of CBL and peer assessment, including:

  • Improved learning outcomes and academic performance
  • Soft skill development for dynamic workforce needs
According to LinkedIn’s Talent Trends, 92% of the surveyed talent acquisition professionals reported that soft skills are equally or more important than hard skills when hiring candidates (McLaren, 2019).
  • Reduce the technical grading burden for instructors to allow more time for mentoring and coaching

With CBL, students also learn at an individualized pace, leading to improved memory performance, especially if individuals allocate more time to study concepts that they find difficult (Tullis & Benjamin, 2011). 

The T.E.A.C.H model follows the principles of Competency-Based Learning (CBL) and is an effective framework for activities that utilize peer-to-peer feedback. Following the T.E.A.C.H model means ensuring 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.

Applying the T.E.A.C.H model to your rubrics

To guide students in providing meaningful feedback, instructors should design rubrics that establish expectations for both student work and feedback. In doing so, students understand what is expected of them when submitting their assignments and peer evaluators know what to look for in standard or exceptional work.

Reference: Sheffield, U. of. (2021, August 11). Assessment and feedback: Giving feedback. Assessment and feedback: Giving feedback - Learning and teaching essentials - Elevate - Staff - The University of Sheffield. Retrieved October 3, 2021, from https://www.sheffield.ac.uk/staff/elevate/essentials/assessment-feedback-4.

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.

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 Necessary Soft Skills

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 while pacing their learning. Kritik supports this process by setting a clear schedule to maintain a timely peer assessment process, and through structured evaluation points where students demonstrate explicit, considerate, appropriate and helpful feedback. The peer assessment process in Kritik is also anonymous, which removes assessment bias and allowing students 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 allows students to feel valued for having a platform to think critically and communicate their thoughts and ideas. Not only are students responsible for their own learning, but they also share their ideas with their peers. 

Ultimately, Kritik is there to help students develop the skills and confidence they need to find meaning in the classroom, and that transitions into the real-world and the workplace.

Calibrating Reliable 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 a 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 assignment. 

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




References

Caspersen, J., Smeby, J.-C., & Aamodt, P. O. (2017). Measuring learning outcomes. European Journal of Education, 52(1), 20–30. https://doi.org/10.1111/ejed.12205.

Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (Eds.). (2019). The ID casebook: Case studies in instructional design. Routledge. PDF for case readings provided in Canvas.

Quality Matters. Helping you deliver on your online promise. (2021). Retrieved November 9, 2021, from https://www.qualitymatters.org/. 

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.

Heading

×
Product Demo: Discover how Kritik helps you save time grading while improving student engagement and enhancing students' critical thinking skills!
1