- Here we are at another installment of our cooperative learning activity series! This week, we are going to be examining a strategy that I am particularly fond of and with which I have quite a bit of experience. This cooperative learning strategy, as you can likely tell from the title of this post, is peer review. I have been on both the learning and teaching side of this spectrum. It is true that peer review can be a challenge to scaffold for students and lead to a chaotic classroom environment when not organized correctly, but when properly implemented, can be an incredible time-saver and learning tool for many students.
I was first introduced to peer review back when I was in high school. I remember these days being fun, as we normally did not have the opportunity to read each other's writing and even "play teacher" in making corrections. However, I also remember these days are rather disorderly, and I also recall feeling that the feedback I received was not of the same caliber I had attempted to give to my partner. Schunn, Godley, and DeMartino (2016) discuss this very same problem in their research, noting how some students might lose value in the task when there is a lack of clarity or directions, such as a rubric. Later on in college, I proceeded to serve as a Writing Center Tutor for many different students on a variety of projects. I received excellent training at that time that helped me learn about such issues as higher-order concerns and lower-order concerns. I also learned how to listen to student writing issues, respectful ways to respond, and an appropriate manner through which writers can learn how to improve their own craft.
As a teacher, I knew that I wanted to be able to utilize peer review effectively to help my students become better writers, too. In addition to enhancing writing abilities, peer review can also help students understand the fundamental skills of writing and "collaborating," but at the same time, "must be planned and guided carefully" ("Planning and Guiding," 2016). This sense of collaboration is a primary benefit that does not always receive the credit it is due. Students in this cooperative learning strategy are able to work alongside each other and work together to help the other. Students who struggle can receive extra help, while those who are already skilled can practice sharing their knowledge with those in need. Lastly, this is one effective technique that has students engage more frequently in writing "without increasing demands on teachers' time" (Schunn et al., 2016, p. 1). Teachers can always use a bit of extra time on their hands, given our numerous expectations, and being able to take advantage of this can go a long way for many of us.
I begin peer review in my classroom by asking students about their previous experiences with peer review. In most cases, students have had mixed experiences with peer review in the past. I then ask some potential ways they feel peer review might be fair and effective for all parties. Student recommendations often tie in well to our introduction to peer review and expectations. Provided below I have attached a sample peer review you might consider using when putting peer review into practice in your classroom. Having a peer review rubric helps students know what to be looking for specifically in a partner's writing; it also ensures that a teacher has a substantial form of assessment to determine whether the student understands the evaluation process ("Planning and Guiding," 2016). I strongly encourage my fellow teachers when implementing peer review to consider grading this "process work" of peer review. It subtly lets students know that you take this task seriously and want them to do their best work to help their peers.
Peer Review Rubric
I have included below a video that showcases a sample peer review session between two students. While there may not be time to include peer review for every major writing activity, it would be a disservice to not provide students with the opportunity to practice. There is also impressive evidence to support that students, when appropriately taught how to read and analyze a grading rubric, can offer helpful feedback and analysis of potential essay scores. According to a study researched by Schunn et al. (2016), "students' assessments were more valid than the ones provided by a single teacher" (p. 1) when engaging in peer review. There is also a link that offers some guided instruction on how to introduce your students to conduct peer review. I truly believe that this is a powerful resource for all English teachers of different grade levels, and that it can be a fun, informative experience for students in the classroom.
Peer Review and Guiding Instruction Link
Thank you for reading this new addition to our cooperative learning strategies blog! I look forward to our next post.
Sincerely,
Ryan
[email protected]
References
Planning and guiding in-class peer review. (2016). Teaching Center WUSTL Education. Retrieved from https://teachingcenter.wustl.edu/resources/writing-assignments-feedback/planning-and-guiding-in-class-peer-review/
Schunn, C., Godley, A., & DeMartino, S. (2016). The Reliability and Validity of Peer Review of Writing in High School AP English Classes. Journal Of Adolescent & Adult Literacy, 60(1), 13-23.udies, 4(2), 39-44.