How to integrate peer assessment into my course

Peer review use case

As a teacher, you've certainly heard of peer review and its benefits.

So how can you integrate peer assessment into your courses and make the most of the pedagogical benefits it offers?

We've created this article to give you some examples of how peer review can be integrated into ChallengeMe's use cases.

If you'd like to find out more about peer review, we invite you to read this article.

See also our article on peer evaluation grids.

Use case 1: Exam preparation for large classes

This use case is designed to train students who benefit from a lecture but who are unable to practice because correction would be far too time-consuming for the teacher: (e.g.: 200 papers to correct for one teacher). This use case is all the more relevant when an exam is scheduled in the near future, as it enables students to "practice" more regularly and receive feedback to help them progress.

exam preparation

Here is ChallengeMe's solution to this need:

  1. Lecture 1: Theory.
  2. Peer review on the ChallengeMe platform (anonymous).
    1. Students are given instructions.
    2. Each student submits an individual assignment.
    3. Each student evaluates 3 pieces of work according to defined criteria. 
    4. Students discover their results and benefit from the feedback they receive. They also discover the 3 best answers of the session.
  3. Lecture 2: Debriefing of the challenge and presentation of the best results (optional).

Interests :

  • Students can practice and receive feedback on their work before the exam.
  • Students can compare their work with that of others.
  • The student can understand the type of rendering expected by discovering the best results.

What does this require of the teacher?

  • Provide instructions.
  • Provide a grading scale.
  • Selection of 1 to 3 good reports to present to students (optional).

Use case 2: Teaching students to give qualitative feedback

In the professional world, we are increasingly called upon to give feedback. The aim here is to teach students to give constructive feedback, focusing on different criteria and justifying each one.

ChallengeMe peer review stages

The different stages

  1.  Lesson 1: Announcement of instructions and co-creation of grading criteria with students. 
  2. Peer review on the ChallengeMe platform (anonymous).
    1. Students form working groups.
    2. Each group hands in a piece of work.
    3. Each student individually evaluates 3 pieces of work from the other groups according to defined criteria. In this use case, we'll insist on justifying the marks given for each criterion, to help the student formulate why he or she has awarded this number of points.
    4. Students discover their results and benefit from the feedback they receive. They also discover the 3 best answers of the session.
  3. Lesson 2: Challenge debrief and presentation of qualitative feedback.

Interests :

  • The student is led to ask the question "How can we judge the quality of this type of presentation?" by co-creating the criteria with the teacher.
  • Justifying the scores on the criteria leads the student to give feedback on a specific element.
  • Develops the student's ability to give qualitative feedback.
  • Group work combined with individual assessment provides more feedback per rendering.

What does this require of the teacher?

  • Provide instructions.
  • Co-create grading criteria with students.
  • Selection of 3 good and 3 bad feedbacks to present (optional).

Use case 3: Generate a rating through peer review

It can be interesting for the teacher toinvolve students in the grading process by giving them some of the responsibility for the grade. This allows students to reinforce their knowledge by discovering the work of others, while putting a certain number of criteria into perspective.

Generate a rating through peer review

The different stages

  1. Lesson 1: Announcement of instructions and co-creation of grading criteria with students.
  2. Peer review on the ChallengeMe platform (anonymous).
    1. Students form working groups.
    2. Each group hands in a piece of work.
    3. Each student individually evaluates 3 pieces of work from the other groups according to defined criteria.
    4. Students discover their results and benefit from the feedback they receive. They also discover the 3 best answers of the session.
  3. The teacher also grades each student's work and generates a grade including the EPP (30% EPP grade / 70% teacher grade) (optional).

In this case, it is entirely possible to construct a 100% grade using the EPP grade, if the teacher feels that the grades given are correct. A penalty may be applied to students who have botched the grading stage.

Interests :

  • Co-constructing the grading criteria with the students enables them to give a quality grade and accept the grades they receive.
  • Group rendering coupled with individual grading provides a large amount of feedback per rendering.
  • The teacher retains control over student involvement in the responsibility for the grade.

What does this require of the teacher?

  • Provide instructions.
  • Co-create grading criteria with students.
  • Evaluation of renderings and supervision of grades given (optional).

Use Case 4: Increase students' attention and commitment to presentations

During oral presentations, it can happen that some students don't pay attention for 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 toget students more involved through a fun activity.

increase student engagement

The different stages

  1. Lesson 1: Announcement of instructions and generation of work groups
  2. Peer review on the ChallengeMe platform (anonymous).
    1. Each group makes a video presentation on the platform.
    2. Each student gives individual feedback on the videos of the other groups, according to criteria defined by the teacher.
    3. Students discover feedback on their videos.
  3. Lesson 2: Debrief by the teacher, going over each presentation with the students and putting the feedback given into perspective with his own.

Interests :

  • Students will be more involved during the debriefing stage, as they will already have looked at each other's videos and will therefore have things to say.
  • The video format and feedback system make this a fun activity.
  • You get more attention from the students than with conventional presentations.
  •  

What does this require of the teacher?

  • Provide instructions.
  • Provide scoring criteria.
  • Debrief with students.

Use case 5: Teaching students to work in teams

Teamwork is not always equitable in terms of involvement. Some may rely on others, while others may impose their own ideas. The idea here is to get students thinking about the different ways in which they can make a positive contribution to group work. 

learn to work in a team

The different stages

  1. Lesson 1: Announcement of instructions, generation of work groups and co-construction of criteria for involvement in group work.
  2. Peer review on the ChallengeMe platform (anonymous).
    1. Each group submits a piece of work.
    2. Each student gives individual feedback on the work of the other groups.
    3. Each student evaluates the involvement of each member of his or her group according to criteria agreed with the teacher. Students can also self-assess their involvement.
    4. Each student discovers the results of his or her work and involvement in the group.
  3. Lesson 2: Teacher debrief, reviewing the best and worst graded criteria to set up areas for improvement.

Interests :

  • Students ask themselves how they can make a positive contribution to teamwork.
  • Students can identify their strengths and weaknesses.
  • Enables students to improve their interpersonal skills.

What does this require of the teacher?

  • Provide instructions.
  •  Co-construct criteria for involvement in teamwork with students.
  • Analyze the results and give feedback to the students during the second lesson.

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