Peer feedback case study

School / Department:  N/A - Example of Further Education peer feedback exercise

Programme:  A-Level English Language and Literature

Contact: Sarah Johnson, Learner Resources, Library and Learning Resources

Module:  N/A

Level of study:  N/A

Activity:  Peer feedback on a written piece of work (essay) using assessment criteria as set by examining board

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.

Students are set an assignment and given the assessment criteria. The assignment usually takes the form of a written report or essay, more often this is a timed essay though students are given a guide of around two sides of writing.

Students then asked to re-write the assessment criteria in “student speak/language” (download an example). The rewritten criteria are confirmed as an accurate understanding of the actual assessment criteria by the lecturer. Re-writing is carried out in class in either pairs or small groups with lecturer supervision and class discussion.

Discussion takes place to consider strategies for attainment at highest levels.

Assignments are submitted, and marked by the lecturer and grade and feedback recorded. At this stage neither grade nor feedback is returned to the student.

Working in pairs, initially with a friend though staff do sometimes re-arrange pairings, students then mark each others’ assignments using the re-written assessment criteria. Students are given general guidance on expectations and etiquette. It is found that students quickly understand that if they wish their work to be taken seriously they need to “apply themselves with equal vigour” to marking and feeding back on the work of others.

Sometimes, as initial encouragement to take the exercise seriously, students are given small rewards for getting closest to the lecturer’s assessment grade.

Students provide written feedback to each other on post-it notes. Post-it notes are used purely because students do not like having their work written on by other students and it encourages them to show respect for the work of others. Feedback is given in the working pairs and discussed as well as written – thus developing a sense of negotiation and engagement.

Students are then given their actual mark and written feedback (on index cards) by the lecturer. In their pairs they then compare, identify discrepancies and establish differences between their own understanding of the criteria and how it is applied by the lecturer.

There follows a group/class discussion and any wide discrepancies between student and teacher assessment are explored.

Benefits to staff: Confirms student understanding of assessment criteria

Benefits to students: Encourages reflective learning and peer to peer communication.

Feedback:  Students cited that in assessing their peers’ works not only do students highlight to each other what was good or what might have been improved, it helps them to reflect on how they might have improved their own submission. This exercise also helps students to assimilate assessment criteria. Staff cite that often students are harsher markers than lecturers.

Considerations:  Where possible pair students of mixed ability.

Further Information:  Sarah Johnson, Learning and Teaching Officer, Learner Resources.