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Research on Peer Review - Coggle Diagram
Research on Peer Review
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Giving feedback to peers
Peer review is not just beneficial in providing students with extra feedback on their work, it also benefits students because they are required to actively produce feedback.
it is arguable that the act of constructing feedback is more important for learning and development than the receipt of feedback from others.
Giving feedback to others is a cognitive activity that is very demanding and requires significant student engagement; students cannot be passive when giving feedback whereas they can be passive in using the feedback they receive. Giving feedback involves meaning making or knowledge construction in ways that connect new knowledge with what students already know.
Feedback construction requires that students actively engage with assessment criteria in order to produce a commentary. They must exercise the criteria many times and from many different perspectives. In doing this they internalise the criteria and become better at producing work themselves. Research shows that the most significant reason that students underperform in assignment tasks is that they do not fully understand what is expected of theme. Feedback construction where students have to produce a response to another's work against criteria helps to address this issue in a powerful and compelling way.
Giving students regular experience in evaluating work and writing feedback commentaries in the same domain as they are producing work helps develop deep disciplinary expertise and writing skills. This process complements and elaborates on the feedback that students receive from teachers and peers on their own work.
When students review the work of others they see many examples of the same work they are producing. From this they learn about different approaches to the assignment and they see the different ways that quality work can be produced. This stimulates self-reflection and leads to the transfer of learning to their own work.
Peer feedback production moves us away from learning, and indeed assessment, as a private activity. If handled sensitively engaging students in giving and receiving feedback in a safe and trusting environment can even held foster the development of social cohesion and learning communities
Importantly, making judgements about other's work and providing a feedback commentary helps students develop the ability to appraise their own work as exactly the same skills are involved. Hence peer review directly helps students to become more independent and more effective at self-regulating their own learning.