Peer feedback case study

School or Department: School of Social Sciences, Psychology

Programme: Combined Honours, Psychology

Module: Integrated Perspectives

Level of study: Level Three

Activity: Peer feedback on a draft plan of an 'Integrative Perspectives' report

Aims: To offer constructive and genuine feedback to peers to inform, and develop, a plan of a report to be submitted for assessment.

Background: This feedback exercise currently features in the Combined Honours Psychology Programme but has also been used in the Single Honours Psychology Programme for second year students doing the Integrative Perspectives module. The aim of the module overall is to develop students' skills in blending, or 'integrating' different psychological perspectives to inform how to approach a specific problem. The feedback exercise takes place in a one-hour tutorial midway through the second term of a ten week module that is spread over Terms One and Two. The size of the tutorial class averages 12 students.

Students need to submit a 1,500-word report that is tailored to the agenda of an organisation/individual who is concerned with an issue that can be addressed using an integrated psychological approach (previous examples have included: tackling overcrowding on trains; whether a second language should be taught to GCSE students; strategies for addressing cyber-bullying; evaluating methods for reducing obesity in the population, to name but a few areas).

Exercise: Prior to the tutorial, students are given a template for planning the report; when this is completed, this will inform the structure and content of the actual reports that the students do submit. These must be forwarded to the tutor prior to the tutorial.

The following process ensues:

• In the tutorial, each student is given (usually) two report plans (not their own) to read and critique.
• Students are advised by the tutor on methods to use to assess the strengths and limitations of the report plan. Students need to think about four good points of the plan and four areas of improvement/areas that are in need of clarification.
• Students will have been advised about the marking criteria and will have been facilitated to consider these criteria when assessing how effectively the report can capture the essence of an integrated psychological approach. Students are also coached to examine whether the report is meeting the main requirements of the module by using an acronym called 'PASTRAMI', named after the initial letters of the key issues to consider when deciding on an appropriate 'Integrative Perspectives' report title:
  • Is it Psychological?
  • Is it Answerable?
  • Is it Specific?
  • Is it Taxing?
  • Is it Resourced?
  • Is it Agreed?
  • Is it Meaningful?
  • Is it Integrative?
• The report plans do not have student names on them, although within a small group it is likely that students will have some awareness of their peers' plans.
• Students are allowed to write on the plans - the amount of written feedback provided varies from student to student
• Students then sit together in a group and give verbal feedback on the plans that they have reviewed.
• Those receiving feedback can take notes on the verbal feedback and also take away with them any written feedback that is on their plans.
• On average, each plan is reviewed twice by different students as well as by the tutor.

The tutorial is facilitated by the tutor and the students are encouraged to take the lead on the process of preparing and giving feedback. Students are encouraged to give constructive feedback and to focus on the merits of the plan before highlighting any possible defects so that the student to whom feedback is being given can feel supported in the process. Students have been found to be very good at giving feedback in a balanced and considered manner.

Students who cannot attend the tutorial are still expected to submit a plan that will be reviewed in the tutorial and the feedback emailed to them. Also, those who cannot attend may be asked to give feedback via email on other plans. Therefore all students are given the opportunity to engage in peer-to-peer feedback.

Benefits to staff: This process helps the tutor to identify students who may be finding some parts of the report difficult. The tutor can also see how far each of the students have progressed in their thinking about the topic and in how they are structuring their ideas.

Benefits to Students: Participents receive feedback in two forms (i.e. verbal and written) from three sources, which further aids the planning of their reports.

Student Feedback: Participents generally find this exercise helpful. The feedback they receive helps to support them in their studies and provides confidence with the direction and structuring of their coursework.

Further Information: Glenn Williams, Psychology