Peer Review - Students constructing feedback Fiona McCloy Office for Digital Learning Wednesday 25 March 2015 ulster.ac.uk Aim & Outline Session Aim Educational benefit of using peer review in higher education and how this can be applied at Ulster. Session Outline Definition, technology, process, demo, benefits, case study, tips. What is peer review? “Peer review refers to scenarios where students construct a feedback response in relation to the work of other students. This would usually be a written response based on an evaluative judgement of the work against some criteria.” (Nicol, 2013) Nicol, D (2013) Peer review: putting feedback processes in students’ hands, Perspectives on Pedagogy and Practice, Journal of the Centre for Higher Education Practice, Ulster University Role of technology? • • • • • • Distribution options Scalable Convenient Confidential Easily add criteria Easily collate results PEER Toolkit Project, Jisc, 2011 reap.ac.uk/PEERToolkit.aspx Technologies Institutional tools • Blackboard Self & Peer Assessment • Turnitin PeerMark Other tools • • • • WebPA Calibrated Peer Review PeerWise Aropa Peer Review Process Student Perspective Designing Peer Review Instructor perspective Consider: • • • • • Timings – submission period, evaluation period, review period How many papers will each student review? Will students review their own? Distribution of papers – random, instructor or student selects? Will the activity be marked? Marks allocated for taking part? How many marks allocated? • Will the activity feed forward, so student has the opportunity to act upon the feedback? • Will students be able to review if they haven’t submitted something? • Is it anonymous? Tool Comparison Self and Peer Assessment Turnitin PeerMark Grading option No grading option Preview option Not available Not available Student pairing option Not available Students can choose papers to review Not available Can annotate directly onto paper Not available Layering with GradeMark feedback User friendly interface for students Turnitin PeerMark Tool Document Viewer Turni4n PeerMark Document Viewer screenshot (h>ps://www.turni4n.com/help/cv/pm-‐help-‐instructor.html) Peer Review PeerMark Demo Turnitin PeerMark video. Available via Vimeo: http://vimeo.com/30517483 “..if we want students to develop critical thinking, judgement and autonomy in assignment production they should be provided with high-level evaluative experiences similar to those of experts. Peer review, students evaluating and commenting on each other's work, is one way to achieve this” PEER Toolkit Project, Jisc, 2011 reap.ac.uk/PEERToolkit.aspx Learning Benefits • Producing feedback is cognitively challenging and requires the students to engage at a higher level with the substance and skills of their discipline; • Students must rehearse and reconstruct their own understanding of a particular topic; • Criteria and standards used to assess student work are more likely to become internalised; • Through critically analysing and evaluating the outputs of others, students are put into the same decision space as experts which can help support acquisition of the tacit knowledge that experts use when tackling a task. Nicol, D (2013) Peer review: putting feedback processes in students’ hands, Perspectives on Pedagogy and Practice, Journal of the Centre for Higher Education Practice, Ulster University Case Study Review design specification using PeerMark [n=82] Nicol, Thomson and Breslin, 2013 Produce engineering draft design specification. Review two peers; review their own. Rubric provided. Two questions: comment on convincingness of design rationale; identify a worthwhile improvement that could be made and reason. Marks for participating in review activity, not on quality. Students were positive about experience. Active process that helped them to improve their own work. Helped them be more critical, detached, analytical and logical to reviewing their own work. Nicol, D (2013) Peer review: putting feedback processes in students’ hands, Perspectives on Pedagogy and Practice, Journal of the Centre for Higher Education Practice, University of Ulster Mapping to Ulster Principles Clarify good performance Time and effort on task Timely high quality feedback Opportunities to act on feedback Positive motivational beliefs Self-assessment & reflection Interaction & dialogue Ulster Principles of Assessment and Feedback for Learning, Ulster University, 2011 http://ee.ulster.ac.uk/assessment_and_feedback/ Peer Review Tips • • • • • Involve students Communicate expectations and alleviate fears Start small in first year then increase complexity Carefully consider learning design/activity structure Carefully construct questions and criteria/rubric – could involve students in development of questions • Feed forward –provide opportunity for students to improve their work • Recommend low stakes marks for participation – no evidence peer grading improves individual performance ulster.ac.uk
© Copyright 2024