Asynchronous Short Course in Student-Centered Assessment: Peer Review and Feedback
Student-to-student peer review promotes engagement among peers, encourages metacognitive reflection on performance standards, and provides feedback in greater quantity and from more diverse perspectives than an instructor can provide alone. Learn how to integrate peer review in your course using a new or existing assignment. Find out how to use the peer review tool in Carmen, guide students to complete the peer review and provide supportive collegial feedback to their peers, and assess the quality of feedback students provide to each other.
Format: Fully online, asynchronous, with optional virtual “office hours” with the facilitator.
Time commitment: about 5 hours per week over 4 weeks between July 5 and July 30, 2021. Time and effort each week includes one required article/reading, a video read-through of the weekly article, video lecture on content, and a weekly draft submission of a portion of your portfolio.
After this workshop participants will be able to:
Define peer review, peer assessment, and peer feedback in general and in the context of academic education specific to one’s own discipline.
Identify specific and appropriate learning objectives and standards of practice/performance against which students will review their peers.
Apply evidence-based approaches to the design of peer assessment and feedback teaching strategies.
Provide students with emotional and cognitive preparation to give, receive, and respond to feedback.
Develop evidence-based approaches to assessment of quality of student feedback and impact on student achievement of learning objectives.
You may register here.
If you have registered for this event, or are on the waitlist and require an accommodation such as live captioning or interpretation to participate, please contact email@example.com . Requests should be made at least two weeks prior to the event, but the university will make every effort to meet requests made after this date.
All members of the University community are welcome in Drake Institute activities, programs, services, and employment —regardless of age, ancestry, color, disability, ethnicity, gender, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, pregnancy, race, religion, sex, sexual orientation, protected veteran status, or any other bases under the law.