Peer Review in the Classroom: Student Perceptions, Peer Feedback Quality and the Role of Assessment

Autor/in	Gaynor, J. W.
Titel	Peer Review in the Classroom: Student Perceptions, Peer Feedback Quality and the Role of Assessment
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 5, S.758-775 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaynor, J. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1697424
Schlagwörter	Peer Evaluation; Student Attitudes; Feedback (Response); Chemistry; Science Instruction; College Seniors; Evaluation Criteria; Reflection; Value Judgment; Student Motivation; Employment Potential; Job Skills; Academic Language; Content Area Writing + Suchen Sie Ihr Suchwort? Schülerverhalten; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; College; Colleges; Senior; Hochschule; Fachhochschule; Werturteil; Schulische Motivation; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schriftliche Übung
Abstract	Peer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01