NTU peer feedback case studies - Wendy O'Neill

The case studies below were collected during January and February 2011 from colleagues across the University and further cases studies will be added shortly.  For additional information on a particular case study contact the colleague named within the study.  

It is intended to add further case studies to this resource, if  you have an example of peer feedback in practice which you would like to disseminate, or if you require any further information regarding the case studies please contact Wendy O'Neill.

Case studies

Peer observation and assessment of student practical exercises in the School of Animal, Rural and Environmental Sciences

Aimed at:

• easing the logistics of assessing large groups of students
• helping students understand assessment criteria and the marking constraints, and
• fostering and strengthening working relationships between students.

Peer feedback on a written piece of work (essay) using assessment criteria as set by examining board (example from FE)

Aimed at giving students the opportunity to:

• identify key terms within the assessment criteria
• identify strategies to fulfil key aspects of assessment criteria, and
• identify strengths and weaknesses of their own work and that of their peers, in line with the assessment criteria.

Formative peer feedback in large modules

Aimed at:

• increasing student knowledge of assessment criteria
• enhancing student evaluation and feedback skills, and
• increasing student awareness of their own module progression.

Informal peer feedback through tutorial sessions

These give students the opportunity to talk about their work and other students work in an informal environment.

Formative peer feedback on poster presentation

This is a mid-module progress checkpoint exercise for students.

Peer feedback and assessment on peer contribution to group work and group work presentation

This clearly establishes the contribution of individuals to group work.

Peer feedback following presentation of research proposal (PG)

This provides constructive and genuine feedback to peers to inform and develop a research proposal.

Peer feedback on academic writing

This provides students to consider academic perspectives on writing.

Peer feedback on a draft plan for a report

This is designed to give constructive feedback to peers to inform and develop a report plan.

You might also be interested in peer feedback and engaging students in the use of feedback.