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Developing as a Student Peer Reviewer: Enhancing students’ graduate attributes of producing evaluative judgements and oral feedback communication

Simpson, Rachel; Reading, Catherine

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Authors

Catherine Reading



Abstract

This research paper explores the processes and outcomes of a peer review system which was introduced to first-year students on a BA Education programme in 2016-17. Students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these tasks aimed to develop the students’ skills, knowledge and confidence as novice peer reviewers. The students’ task responses, written reflections of the peer review process and interviews were analysed, to explore the potential value of producing and giving formative feedback to peers, alongside their perceptions and challenges of the peer review process. The potential sustainability of peer review, linked to its contribution in developing graduate attributes, was considered when peer review moved into the students’ professional context, with two themes emerging: forming evaluative judgements based on an understanding of quality, and peers communicating feedback that was timely, relevant, accurate and understood by the recipient.

Citation

Simpson, R., & Reading, C. (2019). Developing as a Student Peer Reviewer: Enhancing students’ graduate attributes of producing evaluative judgements and oral feedback communication. Practitioner research in higher education, 12(1), 38-49

Journal Article Type Article
Online Publication Date Mar 7, 2019
Publication Date 2019-03
Deposit Date Nov 3, 2020
Publicly Available Date Nov 3, 2020
Journal Practitioner research in higher education.
Print ISSN 1755-1382
Publisher University of Cumbria
Peer Reviewed Peer Reviewed
Volume 12
Issue 1
Pages 38-49
Publisher URL http://ojs.cumbria.ac.uk/index.php/prhe/article/view/512

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