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Their primary task is to evaluate these submissions in a manner the
provides each peer with a sense of the quality of their work (critical
thought, effective communication) and at least one well-presented idea
about how that work could be improved (creative thought, effective
communication). As they work through these pieces they must
contrast and compare to ascertain quality, and their own submission is
available to them through this process. Thus critical thought and selfreflective thought come together as students not only see how their
work compares to that of their peers, but also get clear ideas about
those aspects that distinguish higher quality work.
Instructors have a lot of freedom with respect to determining how
students provide feedback to their peers. One strong suggestion
though is that they be asked to provide at least one written comment
that is aimed at giving each peer specific and rich advice about at least
one thing they could do to make their work better. This sort of
feedback exercises critical thought (of all the possible problems with
this piece what is the largest problem?), critical thought (OK, now
that I know the problem, how do I think it would best be remedied?),
and expressive communication (now I must express my suggested
improvement in a way my peer understands and values). In addition,
it also enhances the general feeling of community in a classroom as
students are not helping each other improve their work.
Again, students can be asked to self-assess (self-reflection) their work
after having just assessed the work of their peers. There is a point
here worthy of emphasis. Yes students will get a grade and various
forms of feedback within peerScholar, just as they do in other
assignment contexts. However, there is something much more
palpable, much more personally, about seeing your own work in the
context of peer work, especially in an evaluative situation. Getting a
C is one thing, clearly seeing that your work is average at best, and
directly seeing submissions that are clearly better than yours, can be
more informative that any grades or comments might be.
Students must complete their assessments by some specified due date
and time. In all other phases, an instructor can choose to allow
students to submit late, but for the assess phase students MUST
complete their assessments on time.
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