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Peer feedback: what, why and how?
Peer feedback as a means of learningThe Annotation Tool
Ineke van den BerghUtrecht University
IVLOS – Institute of Education
Centre for ICT in Education
What is peer feedback?
Terms: peer feedback (or: peer assessment, peer review)– Peer (equal)– Essential: same status
Type of collaborative learning – Essential: interaction
Type of assessment – Essential: relative distance between partners
Mix of collaborative learning and assessment: assessing to learn
Most common use: writing (but applicable to whatever skills demonstrations)
Why peer feedback?
Applying criteria internalization
More formative feedback more chance to improve endresult
Providing constructive feedback is an important professional skill
Teacher time is scarce
0. Training in applying
criteria and providing feedback
1. Writing draft 2. Peers exchange
and assess drafts
3. Revision of drafts
3a. Interaction between feedback receivers ( writers)
and feedback providers (assessors)
4. Teacher assesses
3b. New cycle of peer feedback on (revised) draft
How can peer feedback be organized?
Why peer feedback online?
Benefits online support
The Annotation system
Benefits online support
– Logistics (distribution of drafts, turn around of feedback,
archive)
– Process monitoring
– Discussion on more equal base
– Text mediated
time for reflection
Why a specific tool?
WORD with revision option– Pro: everyone knows it, easily accessible, no costs– Con: focus on revision of texts, no link with criteria, no visibility of interaction process,
hard to monitor for teacher
Blackboard and WebCT discussionfora– Pro: known to students – Con: most feedback messages are very general and surface oriented.
Systems for online peer feedback:– Turnitin– Annotation system– New! PSA-tool Blackboard– Espace (Dutch OU)
Annotation system
What is it?– Feedback in context
. Specific better take-up
. efficient communication – Interaction
. explication,questioning of feedback deaper learning
. rating feedback motivates
How does it work? – Webbased – Log in procedure– Screen: text and anchored discussion
Jakko van der Pol
http://www.annotatiesysteem.nl
Demonstration
Have a try [nog invullen]
Experiences
Results SURF-PROOF (20 courses, 2000 students, 50 lecturers, 10 Turnitin, 10 Annotation system) Students
Over 80% prefers to give and receive online peer feedback as an extra support to
enhance their writings, but… Peers cannot replace teacher (expert) feedback
Teachers Most teachers continue online peer feedback, but… Quality of peer feedback needs improvement More clearness about their role
Recommendations (for teachers) Discuss with students how to apply the criteria Discuss with students which kind of feedback is helpful and which is not Develop and exchange good practices for efficient and effective monitoring
What’s new?
Assessing to learn instead of
learning to assess
Transition from teacher centered to student centered leaning
Online tools for peer feedback,
esp. the Annotation System,
give -more than in f-2-f sessions-
insight in the level of understanding
and critical reasoning of the students.
Hints
Annotation System is developing on base of user evaluations [email protected]
Literature Van der Pol, J., Van den Berg, I., Admiraal, W. F. & Simons, P. R. J. (2008).The nature, reception, and use of online peer feedback in higher education.Computers & Education, 51,1804-1817.
