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Peer Review Friend or Foe

Peer Review Friend or Foe. Allowing students to be active and enthusiastic participants in each others’ writing processes. Writing in a Vacuum.

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Peer Review Friend or Foe

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  1. Peer ReviewFriend or Foe Allowing students to be active and enthusiastic participants in each others’ writing processes.

  2. Writing in a Vacuum Take ten minutes to write a letter to your students explaining what your ideal peer review workshop will look like in the upcoming year. Consider the audience to which you’re writing and the values and expectations you would like to express.

  3. Guiding Questions What are the pros and cons of peer review? What does successful peer review look like? How do we avoid the pitfalls of peer review?

  4. What are the pros and cons of peer review? Take about five minutes to quickly chat with a neighbor. Brainstorm as many positives and negatives as you can about using peer review in your classroom. Try to cite as many personal successes or hiccups as you can.

  5. Pros (for a SUCCESSFUL peer review) Students are actively reading and thinking. Comments are being provided in student-speak. Teachers can observe and circulate quickly. Feedback is instant and immediate. Motivation to bring quality work is inherent. Students ultimately progress to self-editing. Teachers do not need to read every draft written.

  6. Cons Students may not have the tools to effectively peer review. Students may find it difficult to be critical. There is a chance for bullying. Students may refuse to participate. Students can have writing that is too personal to share. Students may miss the focus of the assignment.

  7. The Facts About Peer Review It takes time to establish a successful pairing. Students should practice this skill as much as any other. No assumptions can be made about pre-knowledge. Peer review is a privilege, never a punishment. Peer review should be initially approached with a very narrow scope.

  8. TIK FactorsIndividual Decisions to Make in Your Classroom Trust – How can you build trust between partners? Investment – How can you make the students value the feedback without a grade? Knowledge – How can you ensure students have the knowledge to effectively peer review?

  9. Paths to Success • It’s all about perspective. • Do not pair like students together. • Do not allow students to pick their own partners. • Know your students well before pairing them.

  10. Paths to Success • Consistency • Develop a reliable routine. (2x per week) • Involve only one or two partners and keep those partners. Assignment & Assessment • Move towards ungraded peer review • Focused or guided questions to add to their peer review toolbox. • The ultimate goal will be for students to select the right questions to ask when involved in peer review.

  11. PQP Method Praise – A CONSTRUCTIVE and SPECIFIC praise. Question – Rather than point out a flaw, ask a partner why he or she made that choice? Then point out issues or concerns. Polish – Offer suggestions to polish the piece. Suggestions do not equal doing your partner’s work.

  12. Practice What We Preach Pair up with a teacher who is not from your building. Take a few minutes to use the PQP model and assess your partners note to students.

  13. Sequencing Method Identify – Ask students to first identify a certain focus area within the writing assignment. Evaluate – Students then evaluate whether or not the area was successfully addressed. Suggest – Finally have the student make suggestions for improvement. (THERE IS ALWAYS ROOM FOR IMPROVEMENT.)

  14. Model It! • Ways to model: • Role-playing • Creating glossaries as a class • Working one-on-one with each student • Inner Outer Circle • Skits with Non-Examples Telling is not enough. We need to demonstrate to our students what a good peer review looks like!

  15. How do we avoid the pitfalls? We provide the tools and assess that they know them. Teach students the proper for vocabulary to be ‘critical with kindness’. Provide students with a safety net.

  16. How do we avoid the pitfalls? Monitor the process closely, at least in the beginning. Provide consequences and alternatives for those unwilling to participate. Ask students to provide realistic feedback and take it into account.

  17. Time to Consider Work individually or with your grade to decide when and where peer review might work for you!

  18. References Brandeis University Writing Program Colorado State University Writing Program Mowl, G., & Pain, R. (1995). Using self and peer assessment to improve students’ essay writing - A case study from geography. Innovations in Education and Training International, 32 (4), 324–335. Stefani, L. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19 (1), 69–75. Sadler, P., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11 (1), 1-31. Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research, 68 (3), 249-276. Tseng, S., & Tsai, C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49 (4), 1161-1174. Washington State University Writing Program

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