Peer feedback case study

School or department: Arts and Humanities, English

Programme:  BA English and Joint Hons

Contact:  Sharon Ouditt

Module: Reading gender and sexuality

Level of study: Level Three

Activity:  Presentation of posters, formative peer feedback

Aim: This exercise acts as a checkpoint for students within a module.

The following example has been used exclusively in this module for five years with a cohort which averages approximately 100 students.

Background: Within this module students are expected to carry out independent research on a topic that is linked to the module but that includes at least one text that is not taught in this or any other English module. To ensure that students do not feel unsupported in this exercise a number of checkpoints are built into the process. These include:

1. emailing details of the proposed project to the lecturer
2. carrying out preliminary research work followed by a tutorial (tutorials are individual, voluntary and last approximately 15 minutes. Students are also able seek advice via email.)
3. creating and presenting a poster giving visual representation of  work.

It is at the third checkpoint that the peer feedback exercise takes place and helps confirm to students that they are progressing in the right direction with their piece of work.

This exercise takes place over two sessions (consecutive weeks) with the cohort being split into two groups of fifty. It is not assessed and no mark is attributed to it.

Week one: The group of fifty are split into two groups of twenty five. One group of twenty five put up their posters, remain with them and take questions on their work from the other group of twenty five. It is an informal exercise with students free to wander from poster to poster. There is no defined structure or set questions. Presenting students explain their argument, their choice of texts, their work and research to date and invite comments and feedback, suggestions or advice. Up to four lecturers oversee and take part in the session. All feedback is verbal. Students are often heard giving encouraging comments, suggesting ideas to develop their work (further reading, web site etc). This exercise is then repeated with the second group of twenty five and the whole exercise is then repeated the following week with the remaining fifty students.

Benefits to staff: Checkpoint on student progress and direction

Benefits to students: Confirms to students their progress to date and highlights further areas for development or directions to take.

Feedback: Student value this exercise as helpful and informative.

Considerations: If this exercise were to be used with Level one or two students it might be prudent to brief students on giving feedback and establish rules of engagement. Additionally with Level one or two students this exercise may be more effective using smaller groups.

Further information: Contact Sharon Ouditt, Reader, English, Culture and Media.