Developing as a Student Peer Reviewer: Enhancing Students' Graduate Attributes of Producing Evaluative Judgements and Oral Feedback Communication

Autor/inn/en	Simpson, Rachel; Reading, Catherine
Titel	Developing as a Student Peer Reviewer: Enhancing Students' Graduate Attributes of Producing Evaluative Judgements and Oral Feedback Communication
Quelle	In: Practitioner Research in Higher Education, 12 (2019) 1, S.38-49 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Peer Evaluation; College Freshmen; Placement; Action Research; Formative Evaluation; Task Analysis; Student Attitudes; Sustainability; Oral Language; Communication Skills; Metacognition; Teacher Education Programs; Teaching Skills; Feedback (Response); Barriers; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Studienanfänger; Betriebspraktikum; Praktikum; Projektforschung; Aufgabenanalyse; Schülerverhalten; Nachhaltigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Großbritannien
Abstract	This research paper explores the processes and outcomes of a peer review system which was introduced to 74 first-year students on a BA Education programme in 2016-17. In this one-year action research study, students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these tasks aimed to develop the students' skills, knowledge and confidence as novice peer reviewers. The students' task responses, written reflections of the peer review process and interviews were analysed, to explore the potential value of producing and giving formative feedback to peers. The sustainability of peer review was considered when peer review moved into the students' professional context. This considered how becoming peer reviewers helped students to develop two graduate attributes - forming evaluative judgements based on an understanding of quality and being able to communicate feedback orally - and the influence of these qualities on students' development of self-regulation. The students' challenges in engaging in the peer review process were also considered. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://ojs.cumbria.ac.uk/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01