Peer review has many advantages, including actively involving the learner in the review process and developing their analytical and feedback skills.
To achieve this objective, it is important to have a peer evaluation grid that meets several conditions.
The aim of this article is to explain the role of the criterion-referenced grid in peer review, to understand how to construct it and to give you examples to help you launch such activities.
If you want to know more about peer review, we recommend you read this article: Peer Review: Benefits and Good Practice.
What is a criterion-based peer review grid?
A criterion referenced peer review rubric is a rubric that will be provided to the student to guide them through the marking process.
A grid is composed of several criteria divided into categories. A scale is added to these criteria to identify the degree of quality for each of them.
There is also a free text area for the marker to give formative feedback.
Why make a peer review grid?
If the student is not given a qualitative grid to assess the work of his peers, the risk is to end up with over-ratings and low-quality feedback such as "very good work" that does not contribute anything from a learning point of view.
The evaluation grid will enable the student to draw attention to key points in order to guide him/her through the process. The aim is to be able to judge the quality of a production, to establish a fair mark and to provide qualitative feedback to help the recipient to progress.
How to build a peer review grid?
In this section we have tried to summarise a 5-step methodology for designing a grid that meets your objectives.
1. Clarify the purpose of the evaluation
The first question to ask is "What is the purpose of this grid? Is the aim to establish a fair mark or to improve the student's learning? If the focus is on the quality of the grade, then particular attention should be paid to the different criteria so that they are clearly identifiable and measurable.
2. Choice of categories
Next, categories should be established to classify the criteria. The objective is to have criteria in a logical order that will allow the student to read them properly. Example: FOUNDATION and FORM.
3. Choice of criteria
Several criteria will complement these categories. The criterion should focus the student's attention on a specific element or skill to be assessed.
FORM: Written expression, Organisation of the document, Originality...
SUBSTANTIATION: Relevance of information, Ability to summarise, Argumentation...
4. Choice of assessment scale.
The rating scale is used to assess the quality of a criterion. This scale is common to all criteria. We recommend using between 3 and 5 degrees of assessment.
Example: Not acquired, In progress, Acquired, Expert.
Ideally, each degree should be related to an observable.
Criterion: Written Expression
Not acquired: More than 10 spelling or syntax errors.
In progress: Up to 10 spelling and syntax errors. Vocabulary is varied.
Acquired : No errors in syntax or spelling. Vocabulary is varied.
In addition to this rating scale, it will be important to add a textual feedback area allowing the student to provide formative feedback to the one being assessed.
5. Share the grid with students beforehand
Once the grid is ready, it may be useful to share it with the students and explain its purpose. It can be clarified if necessary and the appropriation of the criteria will be easier.
Peer review grid to download.
You can fill in your email address below to receive the different grids according to the methodology described. You can also download the matrix to validate the quality of your criteria.
Download the evaluation grids and validation matrices
A relevant criterion grid is a must in peer review. The better it is, the greater the chances of improving learning, the quality of feedback and generating a fair grade.
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