Students should be supported to critique their own work: Students should not be overly reliant on feedback from tutors. One of the key skills developed in higher education is the ability to critique, and students should be supported to be able to review their own work and that of fellow students. Developing students’ abilities to peer review and self-reflect are important skills for future employment,as well as deepening their own learning.(NUS Charter on Assessment and Feedback, 2010)

The HEA Feedback Toolkit highlights some of the pedagogical benefits or peer assessment and feedback:

• From receiving feedback from their peers….

Feedback from peers is more likely to be given in language they can understand and causes them to review and question their personal beliefs. Peer feedback may be available more speedily than tutor feedback, and ensures they gain more than one perspective on their work.

• From giving feedback in response to the work of others….

Providing feedback to others involves active engagement in critical understanding of what an assessment task demands and the criteria used to assess and grade work. It can enhance student subject knowledge and develop their reflective and evaluative skills; the process of evaluating the work of others both mirrors and helps to develop the internal process which is a natural part of learning and of preparing students’ own work for assessment by tutors, ascertaining the gap between performance and the standards expected for a task.

(HEA, 2013)

Lecturers from the School of Health Sciences have drawn on their own experience to compile a list of options to support peer formative feedback, along with benefits, challenges and alternative suggestions.

Peer-reviewed presentations

Pros	Cons	Alternative suggestions
Good, instant feedback Individual or group presentations Identification of students who need additional support	Staff intensive Students can find them rather stressful Students might not give constructive feedback	Do in small contained groups Teach students how to give constructive, supportive feedback (helps develop their feedback skills as an additional tool)

Short written formative assignment with peer feedback 

Pros	Cons	Alternative suggestions
Individual or group marking  Identification of students who need additional support  Focused on written summative assignment	May not get constructive feedback   Feedback can be delayed and not instant	Do in small contained groups   Teach students how to give constructive, supportive feedback (helps develop their feedback skills as an additional tool)

Online blog relating to the module/assignment question with peer feedback 

Pros	Cons	Alternative suggestions
Individual or group marking  Instant feedback  Sharing of ideas and resources  Identification of students who need additional support  Develops students’ digital and literacy skills	May not get constructive feedback as students may not know enough about blogging  Lack of enthusiasm to engage in technology  Increased anxiety from students that their contributions / questions will be perceived negatively by other students	Do in small contained groups instead of one to one  ‘Moderator’ to check involvement

Moodle discussion forum with peer feedback and mark on contribution  

Pros	Cons	Alternative suggestions
Individual or group marking  Instant feedback  Identification of students who need additional support   Develops students’ digital skills	May not get constructive feedback	Do in small contained groups instead of one to one

Watch a video and summarise the key points – Moodle forum 

Pros	Cons	Alternative suggestions
Students can only see other replies once they’ve posted  Easy to see all replies at a glace	Requires some moderation from lecturer	Can use any kind of resource, not just video  Ask students to post a video response  Ask students to engage critically with the material

 

References:

HEA Feedback Toolkit