Peer Instruction - Implementation and Assessment of Learning

This research experience report provides an overview of research work conducted on how the peer instructional constructive methodology enhances the student's critical thinking skills from lower order to higher order based on the learning taxonomies like Blooms revised taxonomy (BT). The research design adopted is quasi-experimental, two equivalent groups, post-test, same-topic design. In this report we mainly highlight, how the assessment of students cognitive levels of thinking was carried out at different levels. We report on how the cognitive level of the assessment aligns with that of the learning outcomes (LOs) of the selected topics were carried. The cognitive levels of the LOs were estimated the following the ABCD model. We analyse and identify whether the LOs are aligned with cognitive levels of assessment questions (aligned with Bloom's Taxonomy action verbs), wherein, the multiple choice-questions and problem solving method were used to assess lower and higher order thinking skills of students respectively. The perception survey of students was carried out to understand their perceptions of learning and engagement to further triangulate the teaching-learning process.