Peer Review and Orchestra Students

Let's try Peer Review!

How to motivate students to practice, part 10,007,043...

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Orchestra Students Don't Practice..... what to do?

The problem: Orchestra students are not practicing, so the class as a whole is not improving. How do you hold them accountable for their learning?

It helps make students more accountable

Research says peer review works

Cornell University scholars wrote about it

Researchers studied the studies

For the teacher: - students improve content knowledge - students improve collaboration skills - students become better at evaluating their own work - TEACHERS SPEND LESS TIME GRADING! (Purdy, 1999).

For the reviewee: - enhances knowledge and understanding of content - more effective than teacher assessment (Double, et al., 2020). - builds collaborative skills - become more familiar with the criteria - improves performance (Topping, 2009).

Advantages of Peer Review:

For the reviewer: - become better at evaluating their own work (Rollinson, 2005) -enhances knowledge and understanding of content - builds collaborative skills - become more familiar with the criteria - improves performance (Topping, 2009).

Click on the notes for step by step instructions:

How do I do that? Using Peer Review in Canvas

Students give better feedback if they have some scaffolding (Peters, et al., 2018).

Ways students can start their feedback sentences

Here are some strategies to model in class

A teacher gives some advice

Making Peer Review effective.....

Revisiting the "Why"

When students participate in peer reviews, they learn more about their own work by analyzing and assessing others'. Using the Peer Review option in their Media Recording assignments on Canvas offers students an opportunity to think more carefully about how their own performance, to understand the content and requirements better, and allows the teacher to scaffold more and grade less! Adding a rubric to the Peer Review assignments could be useful, to make sure the students all know the exact criteria they are evaluating. For information on how to link a rubric to an assignment in canvas, click below:

Librizzi, V., & Bankston, K. (2024). Giving and receiving peer feedback. BetterLesson. https://teaching.betterlesson.com/strategy/511/giving-and-receiving-peer-feedback

Tutt, P. (2021, October 8). Teaching kids to give and receive quality peer feedback. Edutopia.org. https://www.edutopia.org/article/teaching-kids-give-and-receive-quality-peer-feedback

Center for Teaching Innovation. (2024). Peer assessment. Cornell University. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment

Purdy, S. (1999). Time management for teachers: Essential tips and techniques. Write Time Publishing. 1999.

Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance. European Journal of Psychology of Education, 33(1), 117–143.

Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32, 481–509. https://doi.org/10.1007/s10648-019-09510-3

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30.

Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27.

References

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