Students work on the 1st draft of a deliverable (research paper, report, proposal, etc.) based on instructions and previous content engagement activities.
Students submit their 1st draft to Automated Feedback tool and receive instant, formative feedback on low-level writing aspects like reference style, grammar or spelling. Based on the feedback, students iterate on the 2nd draft
Students submit their 2nd draft to Peer Review tool, where they provide comments on their peers work based on instructors defined criteria. This process encourages students to learn from each other, while stimulating critical reading skills, and self-regulatory learning.
Instructors use the analytics dashboard within the tools to spot the common themes of improvements that arose during the peer feedback process and bring them for discussion during the in-class sessions.
Based on the received feedback and instructors’ clarification, students better understand the areas of improvement and spend time on improving their deliverables. They submit their final work in the Assignment Review tool and receive feedback from instructors.
Students reflect on the writing process: what feedback was useful to them, and which feedback they decided not to implement and why. This can help with their self-regulatory learning, and reflect on how they took action, what they want to improve and how.