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Modeling quality feedback and discussing examples of more useful and less useful feedback gives students an opportunity to practice before peer reviewing each other's work.
Modeling quality feedback and discussing examples of more useful and less useful feedback gives students an opportunity to practice before peer reviewing each other's work.
Below are a few non-exhaustive questions to consider for preparing student for the peer review. Click the underlined text to access resources.
WATCH & LISTEN
WATCH & LISTEN
Chris & Alex decide how they will prepare students for the peer review (1:27).
Peer Review Preparation_v1.mp4How will you model expectations for students?
How will you model expectations for students?
Coach students on the benefits and challenges of giving specific, readerly feedback versus proofreading or non-specific feedback. Provide explicit examples of the "readerly" feedback that students are expected to give. Annotate and discuss examples of previous student work with students to help guide the process and give an opportunity to practice giving feedback; this could be done synchronously in-class or asynchronously online.
What you expect students to do with the feedback will inform how you model the feedback. Talk about how different types of peer feedback are useful if students are offering feedback on a final product versus if students are expected to revise their work based on the feedback.
How will you answer questions from students?
How will you answer questions from students?
Create an opportunity for students to ask questions for clarification on the peer review. This could be done in-class for a face-to-face class or online for any class. Examples for doing this online could be to set up a Discussion board space dedicated to peer review questions, creating a VoiceThread and asking students to ask questions there, or creating a short quiz about the peer review assignment to check student comprehension of the expectations.
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