Page Comparison

Giving and receiving meaningful feedback is an important skill for students to develop. The peer assessment process uses feedback exchange as a structured and collaborative learning opportunity through the analysis of one another’s work.

Peer assessment can further aid in getting students to take responsibility for their own learning, engage more deeply with course material, and gain further insight through a direct exchange of ideas. Remember that students often need significant guidance

Clear guidance is essential to help in developing the skills in needed for providing feedback. Building clear precise rubrics or example feedback statements, feedback setting straightforward expectations, and providing accessible methods for feedback for students to use in the process is always a of feedback are all good practice.

This article explores various methods of options for creating and evaluating peer-evaluation assessment while making use of Brightspace and other educational technology tools. Brock does not have a dedicated peer evaluation tool at this time but there are ways to leverage existing tools can be leveraged to achieve the desired functionality.

Peer

evaluation and

pedagogy

Peer evaluation is a method that facilitates class discussion and idea generation , giving and gives students a chance to see how ideas are formed outside of their own biases. This process encourages equity, diversity, inclusion, and accountability in the classroom, while giving students an opportunity to provide well-meaning and constructive feedback.

Assignment structure about what It is important to establish and understand the pedagogical reasoning for utilizing peer evaluation: how it will be connected to the learning outcomes of the course.

The purpose peer evaluation plays in learning outcomes, course progression, and transferrable skills is important to establish and communicate to students. Consider also what is actually being evaluated such as : the original submission, the peer assessment process and engagement, and any reflections or final/iterative edits to the assessment. Further to these considerations is what part technology will or will not play in accomplishing the goals of the assessment.

Please consider reading this article from Inside Higher Ed about Teaching Peer Feedback

Considerations when planning peer evaluation

Listed below are some A selection of guiding questions /and aspects of the peer evaluation process that instructors should consider when formulating their own peer evaluation instancesshould be considered:

1. What sort of criteria and guidelines are being set for

1. student submissions?

2. How many submissions, and reviews per submission, are expected?

3. What

1. framework and guiding questions will be used in the peer

1. evaluation form?

2. Will

1. the feedback provided be

1. evaluated? Or is the feedback part of a scaffolded learning process?

2. Will the process include

1. self-reflection

1. ?

2. Will there be a resubmission opportunity for students to apply

1. received feedback

1. ?

2. Will

1. students be

1. separated into groups for submission? To compartmentalize the review process?

2. Will

1. reviews be done in-person? How long will the students have to complete them?

2. Will reviewers

1. be anonymous

1. ?

1. Is this

1. related to potential bias

1. and/or accountability for students?

Peer evaluation use cases in Brightspace

The following are a few examples of hypothetical assignments that incorporate Brightspace or other technology tools.

Discussions for peer evaluation

Discussion forums can be set up for students to share feedback and engage in discussions communicate with their peers. Using the Discussion tool, you can facilitate peer collaboration between select groups of students or between all students in the course. The Discussion tool allows students to share text, audio or video files with their peers and reply to discussion posts.

To begin, instructors may wish to review CPI’s discussion documentation for information on creating forums and topics. They may also wish to review the Groups information.

If instructors wish to keep the peer evaluation process on the Brightspace platform, their best option is to make use of the Discussions tool. Discussions allow students to create posts with attachments, so they are able to type out or attach a file to be viewed and evaluated by their peers, This is convenient if one wishes to keep course activity within Brightspace.

The Discussions tool has many features and a lot of flexibility when it comes to restrictions and grading. Student activity can go well beyond textual posts as it allows for students to create posts with attachments (whether it be a text document, video, presentationPowerPoint, etc. CPI has a Discussions FAQ area for students who may desire information on how to add attachments to posts.

If the instructor wishes to grade both the student’s submission, and the evaluations provided by their peers, the instructor should consider creating a tandem Assignment submission. Instructors could then ask students to post their materials in both the Assignment submission, and the Discussion Topic. This is beneficial, as instructors will be able to grade the submission itself in the Assignment area, and the evaluations in the Discussions area, so long as they are set up for the discussion topic to be assessed.

.) that can be viewed and evaluated by their peers.

Discussions can also be restricted to select groups of students.

Complete details on the available features can be found in our Discussion documentation. Group creation and management may also factor into this and guidance in that regard can be found on the Groups page.

Example use case

An instructor wishes to grade a student assignment and then have that same submitted file available for peer evaluation.

• A standard Assignment submission with all necessary private feedback and grading options can be used. This is pushed to a single Grade Item.

• Students are asked to then upload that submitted file (perhaps after it has been graded) to a prepared Discussion Topic. The Topic is set to be assessed.

• The Topic(s) can be restricted by Group membership.

• Students reply to one another’s initial post with their feedback. The instructor can view and evaluate this conversation.

Basic

steps

The basic steps for creating a discussion area for peer evaluations are as follows:

1. Create groups for the peer evaluation process by making use of the Brightspace Groups tool.

2. In the Discussions area, create a Forum, and then a topic for the group discussion.

   1. Set Group and Section Restrictions on the discussion topic.

3. If grading student submissions andpeer evaluations, create an assignment in the Assignments area for students to submit their work for grading.

Groups

Peer review groups can be created using the Groups tool in Brightspace. Once you have created groups in your course, you have the option to set up group discussion forums, dropbox folders, or locker areas for students to share files with their group members. The Groups tool is great for setting up an online workspace where students can collaborate with their peers and provide feedback within Brightspace.

Related Resources:

• How to create Groups.

Surveys

Surveys can be used for anonymous or non-anonymous peer evaluation in Brightspace. The survey tool is especially useful for students to share feedback following in-class or online presentations. The results of the surveys are instructor facing until the instructor creates an HTML report and selects print report, which can generate a pdf PDF to be sent to students for review.

Related Resources:

• How to create a Survey.

• Generating and Distributing Survey Reports.

Third Party Tools

Microsoft Teams

Can be used to facilitate synchronous online discussions between Teams is Brock’s primary synchronous online discussion tool and can be used for communication between student group members.

Teams’ breakout rooms feature is particularly useful for peer assessment, as it allows students to collaborate and provide feedback in small groups within a larger Teams meeting. Using the The breakout room feature , you can temporarily divide your a meeting into separate sessions, and then bring students back to the main room after a set amount of time.

More structured or ongoing discussion can be facilitated in an existing course Team by creating Channels for each student group.

Related Resources:

• Generating a Teams site for a course.

• Creating breakout rooms in Teams.

• Create a standard, private, or shared channel in Microsoft Teams.

Microsoft Forms

By using Microsoft Forms, instructors could can create an evaluation guideline for students to fill out and follow, this can aid in providing constructive feedback to their peers. It is recommended this be used in tandem with the Brightspace Discussions area, which gives students a place to post their submissions to be evaluated.

This method is recommended for smaller classes, as instructors will have to be the ones to distribute the Microsoft Forms results to the students, which could prove arduous.

Related Resources:

• Creating a Microsoft Form.

• Sending a Microsoft Form to collect responses.

• Check and share Microsoft Form results.

Kritik

Kritik is a third-party peer evaluation tool that instructors may wish to learn more about. Please note: it pitches itself as a “peer-to-peer learning platform”. It offers options for group work, feedback exchange, and participation tracking. It does require a subscription fee for students, as Brock does not have an institution license. institutional license.

Kritik has an extensive help centre that may help visualize how and when it could be used and will prove useful when working with the tool. Kritik also works hard to share use case examples through various workshops and testimonials.

The tool is already integrated with Brock’s Brightspace, which means instructors can add the tool to their Content area in their course site via the External Tools option.Kritik has an extensive help centre, which should prove useful when working with the tool.Some