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IGNIS 2016 - The Pedagogy of Peer Reviews 042816
- 1. By Jim Dicus Bellevue College eLearning
- 2. Universal Design for Learning Peer Review Development Peer Review Examples Peer Review Feature in Canvas Additional Links
- 3. "3 UDL Principles" by Instructional Development Services, California State University San Marcos is licensed under CC BY 4.0
- 4. UDL Principles: Multiple Means of Engagement 7 Promote Interest 8.3 Foster Collaboration and Communication 9.2 Personal Coping Skills and Strategies 9.3 Develop Self-assessment and Reflection
- 5. Alignment Outcomes – Objectives Grading Rubric – Peer Review Rubric
- 6. Lab Report Rubric Self-Assessment Rubric Peer Review Rubric
- 14. Hands-on activity (10minutes) Assignment guidelines (given) Grading rubric (given) Peer review guidelines/rubric (activity)
- 15. How can you implement peer reviews in your course?
- 17. This PowerPoint was created by the Bellevue College eLearning team for the IGNIS 2016 Webinar series. Questions or comments, please contact Jim Dicus Jim.dicus@bellevuecollege.edu
- 18. BC Connect Bellevue College eLearning Canvas Help Guide: Creating Peer Review Assignments National Center on Universal Design for Learning
- 19. 1. California State University San Marcos Instructional Development Services 1. Image source: http://www.csusm.edu/ids/course-design-and- instruction/designing_your_course/UDL%202.png 2. National Center on Universal Design for Learning 3. Does Peer Review Improve Lab Report Quality in High School Science Students? by Melanie S. Acker 4. Designing peer review for pedagogical success: what can we learn from professional science?
Editor's Notes
- The easy answer lies in the principles of Universal Design for Learning. One of the major purposes driving the use of Student Groups and Peer Reviews is the idea of active learning. When students are actively engaged with the content, they are more likely to reach a higher level of mastery than if they are passive recipients of the content. This has to do with ownership and the ability or capacity to demonstrate understanding of the concepts being presented in either the lesson or the course. Because each course has a listed outcome, the instructor must endeavor to present the content in a way that stimulates interest for the students. This has to do with the first UDL Principle that calls for multiple means of representation. As a whole, students don’t learn the same way, so concepts are divided in a way that some material caters to a certain learning style while other assignments are designed for different learning styles. Multiple Means of Representation: the “What” of learning Action and Expression: the “How” of learning Engagement: the “Why” of learning Image source: http://www.csusm.edu/ids/course-design-and-instruction/designing_your_course/UDL%202.png
- The third UDL principle call for multiple means of engagement. Groups are an important aspect of learning for students because it encourages students to engage critically with their work in a collaborative environment. Many instructors, including me, believe that fostering a sense of community among students is important because of the long-term implications. Once students leave the relatively protected environment of academia and are forced to function in the corporate world, they encounter the challenge of functioning in a group environment. By using students groups to help with learning in the classroom environment, we are able to, as instructors, guide the students as they develop a group dynamic. Obviously, some students are better at some things than others, so by providing a myriad of activities to the student groups, we open up the choices and allow a easier threshold for success. The most challenging aspect of the group work, as illustrated in the example activities, is the division of labor. The UDL Principles 7, 8, and 9 are able to be used with a group activity such as this. Check notes on file. References: http://www.udlcenter.org/
- With basic curriculum development, it is important to align assignments to module or unit objectives and course outcomes as a whole. Basic grading rubric writing must connect the assignment in a manner that is clear and supportive for the student. Students should understand that rubrics are meant to be constructive rather than punitive.
- Peer reviews are a concept that are not subject-specific. Although it is easy to see how peer reviews function in a writing setting, they are functional tools that we use in many situations. I use an example from the science discipline for the first example of a peer review. This is for a science lab report and the sequence of assignments consists of three rubrics. The Lab Report Rubric example has defined criteria that are easy to see the course outcomes connected to. Within the criteria (categories on the example) are a rating structure that is based off the standard 4 point grading scale. The rating column has defined objectives that connect with the assignment guidelines. The Peer Review Rubric and Self-Assessment Rubrics are both based off the grading rubric. Whereas the ratings are defined in the grading rubric, there is a simple rating scale on both the other rubrics. Both are designed to give the student a perspective as to how to read the grading rubric, thus make their report cater to the rubric and be correct.
- The same basic idea of the rubric applies in a writing course. In this example, the learning objective is poetic form. Students have to demonstrate their understanding of the Sonnet. The assignment guidelines explain this, and the rubrics reinforce the objective as it fits within the course outcomes.
- It is important for this assignment to separate the grading rubric from the feedback rubric as they are different.
- Reflection is an important part of curriculum design. Please take a moment to reflect on peer review activities. Consider how you can implement peer reviews in your curriculum to promote student engagement and self-regulation.
- Does anyone have any questions about peer reviews?