eflection ± Peer
Cathey, C. (2007). Power of peer review: An online collaborative learning assignment in socialpsychology.
Teaching of Psychology
, 34(2), 97-99. Retrieved from EBSCO
.Cho, K., & MacArthur, C. (2011).
earning by reviewing.
Journal of Educational Psychology
,103(1), 73-84. doi:10.1037/a0021950.
hen teachers conference with students, they use the experience to help students clarifytheir thinking; assist students in reflecting on their logic; respond to their comments; andfacilitate self-evaluation. Teachers increase their workload when they are the only peopleproviding feedback to numerous students. An alternative to the traditional form of feedback isthe use of peer review. Far too many teachers undervalue the results of peer review because it isassumed that only they are qualified to provide feedback to students.
hile students have vastknowledge and could also provide feedback, their services are never fully tapped. According toCho and MacArthur (2011), peer review affords students two roles ± writer and reviewer. In bothroles, students learn what they will and will not put into their own writing.
ithout peer review,students do not consider other perspectives. They may not fully address the needs of their audience. Moreover, peer review reminds writers of their purpose for writing.In an effort to the test the effects of online peer review, Cathey (2007) had her socialpsychology students anonymously post their essays to an online discussion board to receivefeedback from classmates.
hen she compared students¶ writing on the first essays where sheprovided feedback to the essays reviewed by student peers, there was not much difference in thegrades. On the other hand, Cathey (2007) concluded four crucial things about online peer review.First, her workload was reduced as there was no need to collect papers, comment on them, andreturn papers. Second, she withheld her comments until students posted their comments andlearned that students did an excellent job of accessing each other¶s work. Third, students putmore effort into writing their second essay.
ast, students learned from others.Be it online discussion boards (ANGE
ebCT, or Blackboard), wikis, blogs, or Google Docs, online peer review encourages collaboration, editing, and revising. Studentsbecome reviewer and writer, and writing is enhanced as a result. Given the opportunities toprovide peer review, students are just as capable of using higher-order questions to assess other¶sthoughts and feelings.
Reeves, S., & Stanford, B. (2009). Rubrics for the Classroom: Assessments for Students andTeachers.
elta Kappa Gamma Bulletin
, 76(1), 24-27. Retrieved from EBSCO
.The essays required of English 101 students are considered extended performance tasksbecause numerous instructional objectives are involved. There are several smaller tasks involved