Event Date & Time
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Many instructors are hesitant to assign writing because they are concerned it will take significant time to grade and provide feedback. In this workshop, we discuss how we integrated peer feedback(15% of the final grade) into a collaborative writing assignment (45% of the final grade) in a classroom of 60 students and how it helped improve student academic communication skills without putting a lot of burden on the instructor.
The benefits of having students review and provide feedback on the work of their peers and of having them work together have been well established. However, the problem of free-riding in group projects and the concern about student feedback skills make this approach less attractive. We would like to share a few ideas we implemented to address such challenges and have students fully benefits from the process.
Indeed, incorporating peer feedback into collaborative writing assignments takes a careful planning because of its complexity. However, when well planned, peer feedback integrated collaborative writing assignment can bring impressive results – providing students opportunities to improve their academic communication skills (eg. reading, writing and reviewing skills) and to learn how to collaborate effectively.
By the end of this session, participants will be able to:
- List several benefits and challenges in using peer feedback and group work;
- Describe several strategies in using peer feedback and group work;
- Describe how peer feedback can be integrated into collaborative group work; and
- Consider how peer feedback can be integrated into the collaborative assignment of their own course
The workshop benefits instructors in any discipline who are interested in improving student academic writing skills through group work and peer feedback.
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122.
Burdett, J. (2003). Making groups work: University studentsâ€™ perceptions. International Education Journal, 4(3), 177-191.
Hall, D., & Buzwell, S. (2013). The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution. Active Learning in Higher Education, 14(1), 37-49.
- Xiaowen Xu Instructor, Faculty of Arts, Department of Asian Studies;
- Bosung Kim Educational Consultant: Learning Design, Centre for Teaching, Learning and Technology
- Trish Varao-Sousa CTLT SoTL Facilitator