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.