As a teacher, you will have heard of peer review and its benefits.
So how can you integrate peer review into your courses and make the most of the pedagogical benefits it offers?
We have created this article to give you some examples of how peer review can be integrated into ChallengeMe's use cases.
If you want to know more about peer review, please read this article.
See also our article on peer review grids
Use case 1: Exam preparation for large classes
This use case aims to train students who have received a lecture but do not have the opportunity to practice because the correction would be too time-consuming for the teacher: (e.g. 200 papers to be corrected for a teacher). This use case is all the more relevant when an exam is scheduled in the near future because it allows students to "practice" more regularly and to receive feedback to help them progress.
Here is the solution that ChallengeMe offers to meet this need:
- Lecture 1: Theory.
- Peer review on the ChallengeMe platform (anonymous).
- Students are given an instruction.
- Each student submits an individual assignment.
- Each student evaluates 3 pieces of work according to defined criteria.
- Students find out their results and benefit from the feedback received. They also find out the top 3 answers of the session.
- Lecture 2: Debrief of the challenge and presentation of the best results (optional).
Interests :
- The student can practice and receive feedback on his or her work before the exam.
- The student can put his or her work into perspective with that of others.
- The student can understand the type of output expected by discovering the best results.
What does this require of the teacher?
- Provide an instruction.
- Provide a scoring system.
- Selection of 1-3 good reports to present to students (optional).
Use Case 2: Teaching the student to give qualitative feedback
In the professional world, we are more and more required to give feedback. The objective here is to teach the student to give constructive feedback by focusing on different criteria and justifying each one.
The different stages
- Lesson 1: Announcement of the instruction and co-creation of the marking criteria with the students.
- Peer review on the ChallengeMe platform (anonymous).
- Students form working groups.
- Each group hands in a piece of work.
- Each student individually assesses 3 pieces of work from the other groups according to defined criteria. In this use case, the emphasis is on justifying the marks given for each criterion to get the student to formulate why he/she has awarded that number of points.
- Students find out their results and benefit from the feedback received. They also find out the top 3 answers of the session.
- Course 2: Debriefing of the challenge and presentation of qualitative feedback.
Interests :
- The student is asked the question "How can we judge the quality of this type of presentation" by co-creating the criteria with the teacher.
- The justification of the marks on the criteria leads the student to give feedback on a specific element.
- Develops the student's ability to give qualitative feedback.
- Group work together with individual assessment allows for more feedback per submission.
What does this require of the teacher?
- Provide an instruction.
- Co-create the grading criteria with the students.
- Selection of 3 good and 3 bad feedbacks to present (optional).
Use Case 3: Generating a score through peer review
It can be interesting for the teacher toinvolve the students in the marking process by giving them some responsibility for the mark. This allows the student to reinforce their knowledge by learning about the work of others while putting a number of criteria into perspective.
The different stages
- Lesson 1: Announcement of the instruction and co-creation of the marking criteria with the students.
- Peer review on the ChallengeMe platform (anonymous).
- Students form working groups.
- Each group hands in a piece of work.
- Each student individually evaluates 3 pieces of work from the other groups according to defined criteria.
- Students find out their results and benefit from the feedback received. They also find out the top 3 answers of the session.
- The teacher also grades each student's work and generates a grade including the PPE (30% PPE grade / 70% teacher grade) (optional).
It is entirely possible for this use case to construct the 100% grade via the PPE grade if the teacher feels that the grades given are correct. A penalty can be applied to students who have botched the marking stage.
Interests :
- Co-constructing the grading criteria with the students allows them to give a quality grade and to accept the grades received.
- The group rendering coupled with individual ratings allows for a large amount of feedback per rendering.
- The teacher retains control over the involvement of students in the responsibility for the grade.
What does this require of the teacher?
- Provide an instruction.
- Co-create the grading criteria with the students.
- Evaluation of the results and supervision of the grades given (optional).
Use Case 4: Increasing students' attention and engagement with presentations
During oral presentations, some students may not pay attention during the whole lesson due to the level of attention required of them. This is especially true during the covid period with distance learning courses. The aim here is to getthe students more involved through a fun activity.
The different stages
- Lesson 1: Announcement of the task and generation of working groups
- Peer review on the ChallengeMe platform (anonymous).
- Each group makes a video presentation on the platform.
- Each student gives feedback individually on the videos of the other groups according to criteria defined by the teacher.
- Students find out the feedback on their videos.
- Lesson 2: Debriefing of the teacher by going over each presentation with the students and putting the feedback given into perspective with his/her own.
Interests :
- Students will be more involved in the debriefing stage as they will have already looked at each other's videos and will therefore have something to say.
- The video format and the feedback system make this activity fun.
- The attention of the students is greater than with traditional presentations.
What does this require of the teacher?
- Provide an instruction.
- Provide scoring criteria.
- Debrief with the students.
Use Case 5: Teaching students to work in teams
Teamwork is not always fair in terms of involvement. Some may rely on others, others may impose their ideas. The idea here is to get students to question the different ways in which they can contribute positively to a group work.
The different stages
- Lesson 1: Announcement of the task, generation of the working groups and co-construction of the criteria for involvement in the group work.
- Peer review on the ChallengeMe platform (anonymous).
- Each group submits a work.
- Each student gives individual feedback on the work of the other groups.
- Each student evaluates the involvement of each member of his/her group according to criteria co-constructed with the teacher. Students can also self-assess their involvement.
- Each student finds out the results of their work and their involvement in the group.
- Lesson 2: Debriefing by the teacher, taking up the best and worst graded criteria in order to put in place areas for improvement.
Interests :
- The student asks how to contribute positively to teamwork.
- The student can identify his or her strengths and weaknesses.
- Enables the student to improve his or her soft skills.
What does this require of the teacher?
- Provide an instruction.
- Co-construct the criteria for involvement in teamwork with the students.
- Analyse the results to give feedback to the students in the second lesson.
