{"id":99,"date":"2017-10-24T15:33:26","date_gmt":"2017-10-24T13:33:26","guid":{"rendered":"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=99"},"modified":"2018-02-01T12:02:07","modified_gmt":"2018-02-01T11:02:07","slug":"peer-review","status":"publish","type":"post","link":"https:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=99","title":{"rendered":"Peer Review"},"content":{"rendered":"<h2>Pattern Name<\/h2>\n<p>PEER REVIEW (Warburton et al., 2016, p. 7)<\/p>\n<h2>Pattern Language<\/h2>\n<p><a href=\"http:\/\/koeppe.nl\/publications\/Warburton_VikingPLoP16_AssessmentPatterns.pdf\">Dialogical Assessment Patterns for Learning from Others<\/a><\/p>\n<h2>Category<\/h2>\n<p>This patterns supports phase\u00a0<a href=\"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/category\/document-and-reflect-learning-process\/\">\u201c4: Document and reflect learning process\u201d<\/a>.<\/p>\n<h2>Active Role<\/h2>\n<p>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.<\/p>\n<h2>Summary<\/h2>\n<p>Teachers often do not have time to give <a href=\"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/2017\/10\/24\/feedback-bauer-baumgartner-2012\/\">FEEDBACK<\/a> 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\u2019 autonomous learning skills (Warburton et al., 2016, p. 7).<\/p>\n<h2>Example for Technological Support<\/h2>\n<p>Google forms is an online survey tool and a practicable way to provide a guideline how to review other students\u2019 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\u2019s portfolio.<\/p>\n<h2>Literature<\/h2>\n<p>Warburton, S., Bergin, J., Kohls, C., K\u00f6ppe, C., &amp; Mor, Y. (2016). Dialogical Assessment Patterns for Learning from Others. Presented at the Proceedings of VikingPLoP &#8211; 10th Northern Conference on Pattern Lanaguages of Programmes. Retrieved from http:\/\/koeppe.nl\/publications\/Warburton_VikingPLoP16_AssessmentPatterns.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Pattern Name PEER REVIEW (Warburton et al., 2016, p. 7)&hellip;<\/p>\n","protected":false},"author":2,"featured_media":100,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17],"tags":[],"class_list":["post-99","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-document-and-reflect-learning-process"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Peer Review - ATS2020 - Patterns<\/title>\n<meta name=\"description\" content=\"Teachers can include peer-review into their assessment strategies to support deeper understanding.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=99\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Peer Review - 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