Improved engagement in online peer-review activities supporting assessment

Davison, Ellie (2021) Improved engagement in online peer-review activities supporting assessment. IMPact Journal of Higher Education Research, 4 (3). ISSN 2516-7561

Full content URL: https://lheri.lincoln.ac.uk/impact/

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Item Type:Article
Item Status:Live Archive

Abstract

Student engagement with peer review and critique activities, to support academic writing assessments, has increased since moving the face-to-face sessions online with digital enhancements from Talis Elevate and Turnitin PeerMark. Students are first guided through a synchronous learning activity, critiquing an example submission as a group using Talis Elevate. Students have the option of using the anonymous commenting feature to encourage engagement and comments can be threaded and nested to allow for a dialogue, with lecturers able to add comments to prompt discussion and clarify areas of uncertainty. The evaluation skills developed are then applied to an asynchronous peer-feedback activity facilitated through Turnitin PeerMark, providing and receiving anonymous feedback through a series of scaffolded questions that link directly to the marking rubric.

Keywords:online learning community, peer marking
Subjects:X Education > X990 Education not elsewhere classified
Divisions:College of Science
ID Code:46864
Deposited On:30 Nov 2021 11:05

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