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University of Utrecht, The Netherlands
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| Subject |
History
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| Fcous |
Multiple case study focuses on the contribution of peer review to the acquistion of undergraduate writing skills. Also examines the optimal conditions for peer review.
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| Students |
168 students across all undergraduate years
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Peer
Activities
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Students shared drafts of assignments (historical study, biography of historian etc) and assessed using same criteria teacher would use for final version. Provided written and/or verbal comments (3 recommendations for improvement). Did not mark. Rewrote drafts using feedback.
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| Results |
Almost all students used peer suggestions to make revisions. 80% students thought peer feedback helped them develop writing skills.
Authors recommend combination of written/oral feedback as each emphasises different feedback functions (evaluative, dialogical)
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| Comment |
Optimal design - author's suggestions: limit size of writing task, leave time to revise, reciprocal feedback, oral feedback in class, include face-to-face contact, feedback group size 3-4,
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| Source |
Van den Berg, I., Admiraal, W. and Pilot, A (2006). Peer assessment in university teaching: evaluating seven course designs, Assessment and Evaluation in Higher Education, 31(1), 19-36 |