Joni Tornwall, Ph.D., R.N., and Jodi McDaniel, Ph.D., R.N.
Increasing Effectiveness of Peer Review
- NP 8890 Professional Seminar
Joni Tornwall, Ph.D., R.N., associate professor of clinical nursing and co-director of the Academy for Teaching Innovation, Excellence, and Scholarship, and colleague Jodi C. McDaniel, Ph.D., R.N., associate professor, Center on Healthy Aging, Self-Management, and Complex Care, provide specific instruction to their students on peer review, incorporating five characteristics of supportive peer feedback in written assignments. They also enhance opportunities for students to engage in self-reflection after they have reviewed the work of peers.
The colleagues explored the literature on student-to-student peer review best practices and chose to integrate the following strategies into their course:
- Peer review exercises that are not anonymous.
- Preparation of students cognitively and emotionally to receive feedback.
- Timing peer review appropriately to ensure recommendation implementation.
- Fostering students’ sense of the value of peer feedback/review.
- Requiring students to self-assess their own development of writing skills.
- Ensuring peer review processes are double-looped and formative, among other features.
They used four data sources, which positively assessed the refined peer review strategy, including the students’ self-reflections, student perceptions of achievement and instructor evaluation of impact.
A detailed description of this project and its outcomes is linked in the Instructional Redesign portfolio below.