PEER REVIEW (Warburton et al., 2016, p. 7)
This patterns supports phase “4: Document and reflect learning process”.
This pattern was originally written for teachers to help students, but it could also be used by students directly if the pattern was adapted accordingly.
Teachers often do not have time to give FEEDBACK to all learning artefacts that students produce but they still want learners to benefit from feedback to improve their work. Therefore, the teacher develops assessment processes which include peer review and support students’ autonomous learning skills (Warburton et al., 2016, p. 7).
Example for Technological Support
Google forms is an online survey tool and a practicable way to provide a guideline how to review other students’ artefacts. Templates like a rubric (created like a table in a text programme or as a sheet) can be another solution. The templates can be offered alongside with the teacher’s portfolio.
Warburton, S., Bergin, J., Kohls, C., Köppe, C., & Mor, Y. (2016). Dialogical Assessment Patterns for Learning from Others. Presented at the Proceedings of VikingPLoP – 10th Northern Conference on Pattern Lanaguages of Programmes. Retrieved from http://koeppe.nl/publications/Warburton_VikingPLoP16_AssessmentPatterns.pdf