Collaborative peer review: a model for promoting reflective practice, improving quality of feedback and enhancing learning outcomes

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Research and Development in Higher Education: Enhancing Higher Education, Theory and Scholarship Vol. 30

July, 2007, 651 pages
Published by
Geoffrey Crisp & Margaret Hicks
ISBN
0 908557 72 8
Abstract 

The potential benefits of engaging students in a process of peer learning and assessment are well documented. The benefits for students participating in peer learning activities involving self, peer and co-assessment are reported to include increased awareness of the quality of their work, increased self reflection on their learning and on their performance as peer evaluators, improved student learning outcomes and the development of life long learning skills. Collaborative peer review involving both students and teacher as peers can enhance the scholarship of teaching and learning by engaging teachers in a process of reflection on their own teaching, the quality of the feedback they provide students and the alignment of assessment and feedback with student learning objectives. This paper explores the potential of this approach for promoting the scholarship of learning and teaching, drawing on the experience of the authors applying this model within undergraduate courses at the University of South Australia.

Keywords: peer review, scholarship of learning and teaching, reflective practice, feedback and assessment

Collaborative peer review: a model for promoting reflective practice, improving quality of feedback and enhancing learning outcomes

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Wood, D. & Freney, M.