Re-focus peer feedback and exemplar analysis as core curriculum activities with coaching and dialogue¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends making peer feedback and exemplar analysis core curriculum elements, re-focused explicitly towards developing feedback literacy. Peer review should include "purposeful coaching", and exemplars "should be seen not as models but as opportunities for dialogues that clarify the characteristics of quality work". Teachers communicate rationales, set expectations of pro-activity, and model uptake of feedback, including sharing their own experiences of academic peer review.

Design Implications¶

Context¶

Requirements¶

• Teachers create curriculum environments for active learner participation and provide guidance, coaching and modelling

Constraints¶

• The article notes exemplar use raises teacher misgivings that students may treat them as models to imitate, concerns the authors argue are not fully justified

Target Learners¶

• undergraduate higher education students

Target Learning Goals¶

• developing evaluative judgment and capacities to act on feedback

Affordances¶

• Student Feedback Literacy Four Features Framework

Claims¶

• Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback [+W]
• Students who accessed exemplar examination answers on the LMS achieved higher grades than those who did not [+W]
• Providing peer feedback can be more beneficial than receiving it because it is more cognitively engaging [+W]
• Students report awareness of feedback-acting strategies but experience difficulty carrying them out [+W]

Related Strategies¶

• Embed feedback literacy programme-wide and extend LMSs for feedback storage, retrieval and loop-closing

Examples¶

-

Key Sources¶

• David Carless & David Boud. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354