Peer feedback case study

School / department:  School of Art & Design

Programme:  BA Graphic Design

Contact:  Phil Jarman

Level of study: L1-L3

Module:  Graphics Tutorial System

Activity: Culture of informal peer feedback through tutorial sessions

Aim: Gives students the opportunity to talk about their work and other students work in an informal environment

Example: The following example has been on going practice for approximately 20 years.

Commencing from week one of the first year through to the third year, students have one 90-minute tutorial per week. Whilst at levels one and two students will also take part in peer feedback within modules at level three, peer feedback is contained within tutorials.

In level one, at the start of the year students are given a scheme of work, events schedule and project list which enables them to plan for forthcoming tutorials.

Tutorial group sizes vary in size between 6-8 (6 being the optimum number) plus a tutor. Ownership of the group during years one and two is the responsibility of the tutor. During the three-year course tutors and groups change.

Tutorials normally last 90 minutes and in the main are given over to discussing current work with the aim of "feeding forward" and aiding students in planning the next stage of their project work. Opportunities for one to one tutorials or pastoral sessions are available at other times within the timetable.

Particularly at level one and two the tutor will introduce the session and encourage the engagement of students. Initially student engagement can depend on the confidence within the group and a successful tutorial may depend on the ability of the Tutor to motivate the group, ensure that all are involved in feedback, have the opportunity to give and receive feedback and that parity is evident.

All students have the opportunity to present and or discuss their ideas using a means of their choice (media, i.e. laptop, sketchbooks, notes etc) and group members are encouraged to comment and give feedback (verbal). Sometimes, with larger groups, Post-it note feedback is used. This involves student work being displayed and their peers writing feedback on post-it notes and posting onto the work. The post-it notes can then be included in the individuals' reflective journal.

Tutorials offer the opportunity for students to seek advice, gain inspiration, clarify projects and talk about what they have learnt in the previous week. Students understanding of learning outcomes, grading criteria, the alignment of learning outcomes, programme and module specifications is expanded through the tutorial system. Tutorials also aid staff in monitoring progress of students. Key to the tutorial system is introducing students to the "soft skills" which are key to working successfully in the design industry these being; communication skills, feedback, peer feedback and collaborative working.

Benefits to staff: Informal observation of student progression and understanding of the course and subject

Benefits to students: Sharing of knowledge and ideas with peers. Informal development of feedback skills.

Feedback:  Feedback from students for the feedback tutorial as a whole is positive. A high proportion of students enter this programme via a foundation course and so have an understanding of the practice of collaborative working.

Considerations:  Experienced tutors should be used who can guide students in the practice of giving feedback and collaborative working and engage and encourage the less confident students.

Further Information:  Acting Programme Leader for BA graphics Phil Jarman