{"id":4259,"date":"2015-06-02T09:07:44","date_gmt":"2015-06-02T08:07:44","guid":{"rendered":"http:\/\/blogs.edgehill.ac.uk\/learningedge\/?p=4259"},"modified":"2015-06-02T09:48:27","modified_gmt":"2015-06-02T08:48:27","slug":"more-peer-review-more-feedback-whats-not-to-love","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2015\/06\/02\/more-peer-review-more-feedback-whats-not-to-love\/","title":{"rendered":"More peer review = More feedback. What\u2019s not to love?"},"content":{"rendered":"

A SOLSTICE<\/a> discussion and webinar with Sarah Honeychurch<\/a> and Gill Ferrell<\/a> this Friday at 12pm.<\/p>\n

\"Nicol-et-al-2013\"<\/a>“Peer review is an important alternative to teacher feedback, as research indicates that both the production and the receipt of feedback reviews can enhance students\u2019 learning without necessarily increasing teacher workload.”\u00a0(Nicol, 2013:103)<\/a>.<\/p><\/blockquote>\n

A wealth of literature supports Nicol\u2019s<\/a> assertion: Zingaro & Porter, 2013; Mostert & Snowball, 2012; Nicol, 2010; Crouch, et al, 2007; Mitra, 2003\u00a0as well as\u00a0experiences documented at Edge Hill (Juss et al.<\/em>, 2010).<\/p>\n

Further, Nicol says peer review \u2018 \u2026 should receive much greater attention in higher education curricula\u2019<\/em> (ibid:102). \u00a0Hence, I\u2019ve organised an online and\u00a0face-to-face\u00a0event at\u00a0the\u00a0SOLSTICE\u00a0conference<\/a>, where external experts will attend to discuss the technique and illustrate how technology can facilitate peer review.<\/p>\n

Please come along to this\u00a0event – either face-to-face in B004 at 12pm this Friday (please ensure you register for SOLSTICE):<\/p>\n

http:\/\/www.edgehill.ac.uk\/solstice\/conference\/conference-2015\/<\/a><\/p>\n

\u2026 or to join us online, following this link:<\/p>\n

http:\/\/tinyurl.com\/EHU-Webinar-Invite<\/a><\/p>\n

The session will discuss some of the barriers to adoption, such as students\u2019 lack of confidence giving feedback and concern about plagiarisism\u00a0between\u00a0students; to tutors disquiet about the quality of peer feedback provided. \u00a0The idea is to explore how insurmountable these barriers are and how we might overcome them.<\/p>\n

Note that we’d be very\u00a0interested in hearing from colleagues who are<\/strong>\u00a0using the technique, especially online, exploring their drivers, approach and outcomes.<\/p>\n

So – please come along, either in B004 or online. \u00a0Further thoughts sought too (leave a comment at the bottom).<\/p>\n

Here\u2019s my SOLSTICE abstract that gives further details:<\/p>\n

https:\/\/docs.google.com\/document\/d\/1HEcH5ClrFZvfAOM5Md7hftKmB6BAF1LN-HxvwRPbW8k\/edit?usp=sharing<\/a><\/p>\n

Kindest regards to all, David<\/p>\n

 <\/p>\n

References<\/b><\/p>\n

Crouch, H., Watkins, J. Fagen, A.P., Mazur, E. (2007) Peer Instruction: Engaging students one-on-one, all at once in Reviews in Physics Education Research<\/i>, Ed. E.F. Redish and P. Cooney, pp. 1-1 (American Association of Physics Teachers, College Park, MD, 2007). Available from\u00a0http:\/\/mazur.harvard.edu\/publications.php?function=display&rowid=537<\/a>\u00a0[Accessed 13th May 2015]<\/p>\n

Juss, M., Chamberlain, V. and Callaghan, D. (2010)\u00a0Moving Assessed Student Presentations Online: How a Change in Practice Brought “…a breath of fresh air” to the Student Experience\u00a0<\/i>SOLSTICE Conference 2010, Edge Hill University, ORMSKIRK, 3rd June 2010\u00a0[http:\/\/www.eshare.edgehill.ac.uk\/1265\/<\/a>] last accessed 1st June 2015<\/p>\n

Mitra, S. (2003). \u201cMinimally Invasive Education: A progress report on the “Hole-in-the-wall” experiments\u201d. British Journal of Educational Technology<\/i>, 34<\/b>(3), 367-371.<\/p>\n

Mostert, M.; Snowball , J. (2012) Where angels fear to tread: online peer-assessment in a large first-year class Assessment & Evaluation in Higher Education<\/i> Vol. 38, Iss. 6<\/b>, 2013\u00a0http:\/\/dx.doi.org\/10.1080\/02602938.2012.683770<\/a> [Accessed 13trh May 2015]<\/p>\n

Nicol, D. (2010) The foundation for graduate attributes: Developing self-regulation through self and peer assessment. The Quality Assurance Agency for Higher Education.Scotland,<\/p>\n

Nicol, D., Thomson, A, and Breslin, C. (2013) Rethinking feedback practices in\u00a0higher education: a peer review perspective. Assessment and evaluation in higher education.<\/i> 39(<\/b>1), \u00a0102-122.<\/a><\/p>\n

Zingaro, D., & Porter, L. (2014) Peer instruction in computing: The value of instructor intervention. Computers & Education<\/i>, 71 , 87\u201396.<\/p>\n","protected":false},"excerpt":{"rendered":"

A SOLSTICE discussion and webinar with Sarah Honeychurch and Gill Ferrell this Friday at 12pm. “Peer review is an important alternative to teacher feedback, as research indicates that both the production and the receipt of feedback reviews can enhance students\u2019 learning without necessarily increasing teacher workload.”\u00a0(Nicol, 2013:103). A wealth of literature supports Nicol\u2019s assertion: Zingaro […]<\/p>\n","protected":false},"author":664,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[11098],"class_list":["post-4259","post","type-post","status-publish","format-standard","hentry","tag-learning-edge"],"yoast_head":"\nMore peer review = More feedback. 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