This 3rd-year intensive summer course in the domain of animal behaviour consisted of a mix of online content and 5 days of face-to-face teaching, and covered conflict-resolution approaches. Specifically, students looked at causal factors and interventions to deal with barking dogs, undergoing both a formative and summative assessment of a written assignment.
The motivation to start using Peer Review came from wanting to enable students to easily provide detailed feedback on each other’s work, while at the same time reducing the workload of the instructor. Additionally, the instructor found it equally important that students learned from each other’s perspectives, emphasising that each student had a different approach and intervention that could be used to fix the problem.
In this summer course, students produced a 1000-word written report, and submitted it using Peer Review. Next, they gave feedback anonymously to three other students, meaning each student ended up receiving three anonymous reviews of their work. The rubric used for this feedback included five criteria items, based on assignment content, and on writing and referencing quality and style. They then had a chance to revise their report before a final submission. This final deliverable was graded by the instructor. Students also reviewed the feedback they received, indicating whether they found it helpful by using a 10-point scale. Throughout the activities, reviewer anonymity was enabled in order to create a fair and safe space for processing feedback.
There was both a formative and summative aspect to the Peer Review activity. 5% of the grade came from the three reviews that each student gave, 5% came from the three grades they had received, and a further 5% was based on their final report.
"I was really positively surprised with the Peer Review and how well it went with this 3rd-year class." - Dr. Suzan Hazel, Senior lecturer, the University of Adelaide
All feedback reviews given and received by students were downloaded as an excel file and able to be analysed per assignment. The instructor also noted that this feedback setup saved a large amount of time, as everything can be processed in one interface.
The Peer Review tool was used within a nursing course to improve students' professional communication skills
Dr. Andreas Osterroth at University of Koblenz and Landau faciliated a rigorous feedback process that stimulated active engagement and critical thinking, using FeedbackFruits tools.
The University of Delaware minimized time spent on group work facilitation, while maximizing students' performance and collaboration skills.