An Application of Peer Feedback to Undergraduates' Writing of Critical Literature Reviews

Lorna Isabel Morrow

Abstract


It has been suggested that peer assessment is beneficial to student learning, both to the student whose work is being assessed and the student who is assessing (e.g. Van den Berg et al., 2006a). A peer feedback procedure was applied to a specific coursework assignment, the writing of a Critical Review, for a small group of students as part of the Level 3 Psychology course at the University of Glasgow. Peer feedback was provisionally introduced for the purposes of addressing specific issues raised by the students about the assignment, and also to encourage autonomous and self-regulated learning. An initial evaluation of the peer feedback procedure indicated that students felt they benefited from the opportunity to engage in peer feedback. Ideas for amendments to the procedure and evaluation of different aspects of the experience are discussed.

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