Peer feedback: what, why and how? Peer feedback as a means of learning The Annotation Tool Ineke van den Bergh Utrecht University IVLOS – Institute of Education Centre for ICT in Education

What is peer feedback?  Terms: peer feedback (or: peer assessment, peer review) –Peer (equal) –Essential: same status  Type of collaborative learning –Essential: interaction  Type of assessment –Essential: relative distance between partners  Mix of collaborative learning and assessment: assessing to learn  Most common use: writing (but applicable to whatever skills demonstrations)

Why peer feedback?  Applying criteria  internalization  More formative feedback  more chance to improve endresult  Providing constructive feedback is an important professional skill  Teacher time is scarce

0. Training in applying criteria and providing feedback 1. Writing draft 2. Peers exchange and assess drafts 3. Revision of drafts 3a. Interaction between feedback receivers ( writers) and feedback providers (assessors) 4. Teacher assesses 3b. New cycle of peer feedback on (revised) draft How can peer feedback be organized?

Why peer feedback online?  Benefits online support  The Annotation system

Benefits online support –Logistics (distribution of drafts, turn around of feedback, archive) –Process monitoring –Discussion on more equal base –Text mediated  time for reflection

Why a specific tool?  WORD with revision option –Pro: everyone knows it, easily accessible, no costs –Con: focus on revision of texts, no link with criteria, no visibility of interaction process, hard to monitor for teacher  Blackboard and WebCT discussionfora –Pro: known to students –Con: most feedback messages are very general and surface oriented.  Systems for online peer feedback : –Turnitin –Annotation system –New! PSA-tool Blackboard –Espace (Dutch OU)

Annotation system  What is it? –Feedback in context.Specific  better take-up.efficient communication –Interaction.explication,questioning of feedback  deaper learning.rating feedback  motivates  How does it work? –Webbased –Log in procedure –Screen: text and anchored discussion Jakko van der Pol

Demonstration 

Have a try [nog invullen]

Experiences Results SURF-PROOF (20 courses, 2000 students, 50 lecturers, 10 Turnitin, 10 Annotation system) Students  Over 80% prefers to give and receive online peer feedback as an extra support to enhance their writings, but…  Peers cannot replace teacher (expert) feedback Teachers  Most teachers continue online peer feedback, but…  Quality of peer feedback needs improvement  More clearness about their role Recommendations (for teachers)  Discuss with students how to apply the criteria  Discuss with students which kind of feedback is helpful and which is not  Develop and exchange good practices for efficient and effective monitoring

What’s new?  Assessing to learn instead of learning to assess  Transition from teacher centered to student centered leaning  Online tools for peer feedback, esp. the Annotation System, give -more than in f-2-f sessions- insight in the level of understanding and critical reasoning of the students.

Hints  Annotation System is developing on base of user evaluations   Literature Van der Pol, J., Van den Berg, I., Admiraal, W. F. & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education, 51,