Peer Feedback
Peer Feedback is a useful tool as it allows one to become familiar with the marking criteria, enhancing learning, and is a good way of achieving deep learning. Students can also learn from the successes and failures of others (Race, 2001). Although good understanding of the assignment task and marking criteria is key in providing accurate and effective feedback (Hughes, 1995), it has been proven that personal performance can be supplemented by the use of evaluation skills used in peer feedback (Brown et al, 1994; Boud and Falchikov, 2007).
Throughout our Academic and Professional Skills module, we were required to complete peer reviews via Turnitin and Moodle on each others' reflections and e-portfolios. The peer feedback element has been very helpful as in marking others' work, I have recognised errors in my own which I have been able to rectify. The e-portfolio feedback was particularly beneficial as it gave me time to identify areas for improvement and implement these changes before submission. There are some elements of feedback I have chosen not to use to change my e-portfolio as it is my personal preference, however on the whole I have tried to use it to develop my work.
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References
Boud D and Falchikov, N (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term. London; New York: Routledge.
Brown S, Rust C and Gibbs G (1994). Strategies for diversifying assessment in higher education. Oxford: The Oxford Centre for Staff Development.
Hughes IE (1995). Peer assessment of student practical reports and its influence of learning and skill acquisition. Capability. 1, pp. 39-43.
Race P (2001). The Lecturer’s Toolkit. London: Kogan Page.