{"id":2925,"date":"2017-04-18T08:00:59","date_gmt":"2017-04-18T13:00:59","guid":{"rendered":"https:\/\/www.lesleyelis.com\/elisblog\/?p=2925"},"modified":"2017-04-18T15:26:54","modified_gmt":"2017-04-18T20:26:54","slug":"student-peer-review-research-and-practice-a-cross-university-collaboration","status":"publish","type":"post","link":"https:\/\/www.lesleyelis.com\/elisblog\/2017\/04\/18\/student-peer-review-research-and-practice-a-cross-university-collaboration\/","title":{"rendered":"Student Peer Review Research and Practice: A Cross-University Collaboration"},"content":{"rendered":"

A team of faculty, staff and students presented our research on student peer review at Community of Scholars Day: \u201cCritique Creates Community? Effects of Peer Review and Metacognitive Strategies<\/a>\u201d. Inspired by the culture of critique at Lesley\u2019s College of Art and Design (LUCAD) and with the shared goal of improving students\u2019 analytical writing and other assignments, three faculty gathered a team to investigate peer review methods using a research-based approach. Our background research on peer review and the results of empirical research with our own students were closely aligned, revealing the many benefits of peer review that can be achieved under specific conditions. As a result of our inquiry, we have been revising our peer review processes, excited by the improvements seen thus far and the possibility for enhanced skills in many areas. Below, we will discuss key components and benefits of the peer review protocol we first drafted in the fall of 2016 and updated this year.<\/p>\n

Our peer review protocol<\/a> is driven by the Dialogic Feedback Cycle<\/a>, which, importantly, includes extensive use of metacognitive learning strategies. Critical to the peer review process is the dynamic between students\u2019 individual (internal) processing and pairs\u2019 external collaborative processing (see Figure 1 below). Students work both individually and with peers in order to reflect on and revise their work.\u00a0 Throughout this process, the writer drives the process, first by identifying their goals and requesting specific areas for feedback, and at the end, by explaining their choices for revising their work to the instructor.<\/p>\n

\"Internal-External<\/a>

Figure 1<\/p><\/div>\n

Before engaging in peer review sessions, the instructor builds an environment that prepares students to participate in a committed way to this collaborative process (Step 1). This is achieved by discussing benefits and challenges; explaining and modeling peer review; and, most importantly, creating a trusting relationship among students. \u00a0Many students dislike or distrust the peer review process based on previous experience \u2013 including concerns that peers will not take their work seriously, or that they themselves will be unable to review peers\u2019 work satisfactorily \u2013 so discussing students\u2019 insecurities and establishing goals aids in building trust.\u00a0 Peer review sessions focus on collaborative discussion, driven by the needs of the writer. (Step 2). Following peer review sessions, students determine the most valuable feedback to revise their work, and then explain to the instructor how they used feedback in their revisions. This closes the loop on the feedback cycle (Step 3).<\/p>\n

There is a growing realization that self-evaluation skills should be a major goal of higher education (1). Learners\u2019 ability to effectively evaluate their own work greatly enhances their success, both in school and later in the workplace (2).\u00a0 Research on peer review in higher education and our own work with our students has shown a multitude of benefits, including improvements in collaborative skills; self-confidence, understanding of subject matter;\u00a0 connection with peers; metacognition; and transfer of skills beyond the classroom (3). In our study, students reported a strong connection to peers from the peer review process, which may have implications for general education and retention. As we continue to apply research to our practice in the classroom, we invite interested faculty members to join us.<\/p>\n

If you have questions about our work or would like to join us in our research and efforts to improve teaching practice via peer review, please contact Liv Cummins (lcummins2@lesley.edu<\/a>).<\/p>\n

Peer Review Team:
\n<\/strong>Research and Practice:<\/p>\n