These resources are intended to assist you with improving the student teamwork in your classes and/or conducting Science of Teaching and Learning research.
I invite you to send resources you use in your classes for me to post here and share with others. Where you borrow items from others, please include a citation so that credit is appropriately expressed, and it is possible to follow up for more information.
To The Instructor:
Feedback is the core of a peer assessment–in workplace as well as educational teams. Constructive feedback, delivered with respect, can generate engagement and turn around an individual’s work behaviors. This is as true for the workplace as it is for our classroom teams. It boils down to this: the more we can strengthen our student’s ability to give constructive, respectful feedback to one another, the better prepared they will be to positively influence others in their education and careers.
To that end, this section includes various resources for high quality feedback:
- Tips for Giving Feedback to Your Peers–Brief whitepaper on giving quality feedback written–for your students.
- How to Give Feedback the Right Way–5 minute read from Impraise about how to write constructive feedback–for your students.
- The Power of Feedback–A major research article summarizing research on feedback in education used to aid student learning.
- Feedback Assessment Report–New report added to PeerAssessment.Com for instructors to evaluate feedback given by each student.
- How Atlassian Built an Award Winning Culture Using Feedback–Quick peek at a corporate culture based on feedback.
Anson, R (2020, PDF or DOCX). Tips for Giving Feedback to Your Peers. Whitepaper.
Description: This is a brief whitepaper written for students involved in educational team work who are asked to give feedback to their peers. It draws together best practices from various authors to help students recognize and author effective feedback for others.
You are welcome to distribute this whitepaper to your students. Or, feel free to download the .DOCX version and adapt it to your needs under your own name.
Access Link: How to Give Feedback the Right Way
Link to Summary Poster: How to construct meaningful feedback: C.O.I.N.
Impraise. (NA) How to give feedback the right way. Accessed on 1/24/20 from https://www.impraise.com/blog/how-to-give-feedback-the-right-way.
Description: This 5 minute read from Impraise is an excellent source for your students to learn a model for giving feedback! “Many people find giving constructive feedback daunting. If you remember to use the C.O.I.N formula, you can ensure you’re giving actionable, constructive feedback that will help your peers, manager or direct report improve their performance. You can use this Context – Observation – Impact – Next (C.O.I.N) formula to make both positive and constructive feedback more impactful, but since people find it more challenging to give constructive feedback, this is what we’re focusing on.”
Download: The Power of Feedback
Abstract from The Power of Feedback:
“Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among t he major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.”
Sample Feedback Assessment Report (Includes actual student comments entered into PeerAssessment.Com, with names changed.)
The Feedback Assessment Report in PeerAssessment.Com captures responses to the open-ended questions–one Peer Assessment and three Team Assessment. All the responses that one student authored to their team and team members are displayed on one page. Within the PDF file, reports are sorted by author name.
This PDF report makes it easy to read and evaluate the feedback authored by each student. It can be used to assess and guide students to provide higher quality feedback to their team members.
A couple ideas for providing grades and/or feedback to students:
- Print off the report. You can handwrite suggestions and a grade on the paper to hand back.
- Open the report and your electronic gradebook/rubric grader in windows next to one another.
Citation: Impraise. (NA) How Atlassian built an award winning culture using feedback. Accessed on 1/24/2020 from https://www.impraise.com/blog/how-atlassian-built-an-award-winning-culture-using-feedback
Description: Atlassian has built a thriving, award-winning, corporate culture using feedback as a cornerstone that we can learn from in our classroom. This 10 minute read talks about the foundations for a corporate culture of feedback. Atlassian believes that “peer reviews are an integral part of getting the whole picture when it comes to employee performance. […] When you involve your colleagues in your performance evaluation you cut through the competitiveness and elevate collaboration. This approach focuses on development, and strengthens the team.”
PeerAssessment.Com Brochure–2 Pages (PDF, 1/10/2020) The brochure summarizes the key features and benefits of PeerAssessment.Com. It is in a front/back trifold format. For more information, please see the whitepapers on particular areas of the application and articles about its use on this page.
ONLINE ASSISTANCE: Please log in to PeerAssessment.Com and select HELP in the upper right corner.
DIRECT ASSISTANCE: You are welcome to contact me at any time for assistance with PeerAssessment.Com or its integration into your course pedagogy. Email: email@example.com Phone: (208) 869-2801
Question Library (Page Link, Updated 7/1/2019) There are a number of Question Sets that are ready for you to use. This page lists the available options, including the full set of questions, introduction, and citations.
Instructor and Student Views of the Questionnaire (PDF 9/22/2018) The purpose of this document is to help you, the instructor, map what you see during set-up to what your student’s will see filling out the assessment.
PeerAssessmentCom Class Purchasing Instructions(PDF, 7/25/2019) These instructions will walk you through purchasing class units for PeerAssessment.Com. The purchasing procedure can be done by either the instructor her/himself, or by another person on their behalf. In either case the purchaser will need to create an account in the system. After completing the purchase, please forward the program information to instructors who will need it to set up classes.
Peer Assessment Research
Citation: Anson, R., Poole, S., & Fairbanks, A. (2020, February) Developing Nursing Student Communication and Teamwork Skills: Automating Peer Assessment. RN Idaho, 42(4), 15. Retrieved from https://s3.amazonaws.com/nursing-network/production/attachments/242818/original/RN_Idaho_FEB_2020.pdf?2020
Description: This article examines the key role played by communication and teamwork in healthcare quality, and how peer assessments–using PeerAssessment.Com–can improve the teamwork skills of nursing students.
Citation: Anson, R. & Goodman, J. (2014) A Peer Assessment System to Improve Student Team Experiences, Journal of Education for Business, 89:1, 27-34, DOI: 10.1080/08832323.2012.754735
Groups are frequently used in courses, but there is substantial evidence that insufficient attention is paid to creating conditions for successful teamwork. One key condition is high-quality, individual, and team-level feedback. An online peer assessment system and team improvement process was developed for this test case based on three design criteria: efficient administration of the assessment, promotion of quality feedback, and fostering effective team processes. Sample data from 13 teams were collected to propose a means of testing PeerAssessment.Com against these criteria.
Citation: Hughes, R. and Jones S. (2011). Developing and Assessing College Student Teamwork Skills, New Directions For Institutional Research, 149, 53-64. DOI: 10.1002/ir.380
Abstract: Some form of team-oriented work is employed in most, if not all, organizations today. It would seem, then, that an important role for higher education should involve developing critical teamwork skills among students so as to prepare them for success in life. This very point was highlighted in a 2009 poll conducted on behalf of the Association of American Colleges and Universities (AACU), in which 71 percent of employers said they wanted colleges to place greater emphasis on “teamwork skills and the ability to collaborate with others in diverse group settings.” Many studies, in fact, have identified teamwork as one of the most valued and necessary skills among college graduates. This article describes research on team member contributions to overall team effectiveness, and various applications of this research to developing and assessing teamwork by students on team and group projects and assignments.
Citation: Brutus, S., & Donia, M. (2010). Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education, 9(4), 652-662.
Abstract: We describe the impact of a centralized electronic peer evaluation system on the group effectiveness of undergraduate business students over a pair of semesters. Using a quasi-experimental design, 389 undergraduate students evaluated, and were evaluated by, their peers using a web-based system that captures peer evaluations in quantitative and qualitative formats and allows for the reception of anonymous feedback. Results show that the effectiveness of students, as perceived by their peers, increased over semesters. This effect could be directly linked to the use of the system. The results of this study underscore the benefit of centralizing peer evaluations for the assessment of important skills and their development in higher education. The implication of these results and possible avenues of research are detailed.