Peer review in the classroom: student perceptions, peer feedback quality and the role of assessment

• Published in: Assessment and evaluation in higher education Vol. 45; no. 5; pp. 758 - 775
• Main Author: Gaynor, J. W.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2020; Taylor & Francis Ltd
• Subjects: Academic Language; Attitudes; Chemistry; Collaboration; College Seniors; Content analysis; Content Area Writing; Employment Potential; Evaluation Criteria; Feedback; Feedback (Response); Focus Groups; higher education; Job Skills; Organic Chemistry; Peer Evaluation; peer feedback; Peer review; Reflection; Science Instruction; Student Attitudes; Student Motivation; Students; Value Judgment; Writing Instruction; Writing Skills
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2019.1697424

Peer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial.