Peer-review

The litterature suggests many names for this method; peer review, peer assessment, peer evaluation or peer feedback. In this text we will refer to it under one term - peer review. 

We recommend implementing peer review in your teaching if you wish to:

  • Give more formative feedback to students on their work
  • Activate students as the owners of their own learning
  • Create alignment between teaching activities and assessment practices
  • Heighten students’ capacity for judgement and making intellectual choices

In large classes it is often hard to find the time to give formative feedback to students on their performance – the teaching activity peer review can help you with this. Further, the activity helps the students to evaluate, critique, reflect, and articulate feedback. When students assess their own and others’ work, they are actively involved in the learning process and their independence and motivation is improved.

The essence of peer review is that the assignments will be evaluated by several persons, creating more extensive feedback than a teacher normally has time to produce. The students will be more familiar with the evaluation process and criteria and therefore trained in producing better assignments themselves.  

Peer review is an old practice in teaching and learning but with e-learning the logistics and tiresome manual work is done automatically, thereby making it easier for the teacher to manage.

How to Implement Peer Review in your Teaching

You need 2 things to implement peer review:

  • A student performance to assess (assignments, presentations, prototypes etc.)
  • Clear criteria for excellence put in a rubric

A rubric is a set of criteria and standards that are used to evaluate the students’ performance. It articulates the expectations for the assignment, thus creating transparency of the evaluation process. The rubric is needed to guide the students in evaluating their peers work objectively and structured.

Read more about creating rubrics on the Peer Review tool page.                       

TIP: You can give students opportunity for self review before peer review, so that they’re familiar with the process.

TIP: Use the method in courses where there are 2 or more assignments during the semester so the students get to know your specific rubric and evaluation criteria.

Supporting Peer Review with Learning Technology

 

See recommended tools on the Peer Review tool page.

 

Reading and References

Peer Review

Steps in Peer Review

Step 1 - The teacher creates an assignment for the students


 

Step 2 - Students hand in their work on the assignment


 

Step 3 - The assignments gets distributed among the students to evaluate. The students evaluate e.g. 3-5 other assignments using a rubric: a tool to guide their evaluations


 

Step 4 - Students get all the feedback on their own assignment created in the evaluations


 

Step 5 - The teacher gets an overview and can comment the assignments based from the data shown in the evaluations

Planning your Peer Review

Planning is essential to ensure successful peer review

  • Collaborate with your own peers when developing the initiative and assessment criteria

 

  • Consult the students – seek their advice and approval of the rubric

 

  • Discuss the process with students; clarify the purpose, rationale and expectations

 

  • Provide training, examples and practice – show them how to do it
Planning is essential to ensure successful peer review
Planning is essential to ensure successful peer review
http://www.elearning.dtu.dk/TEACH/Peer-review
19 JANUARY 2019