Peer Review and Orchestra Students

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

Let's try Peer Review!

Start

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?

Next

Researchers studied the studies

Research says peer review works

It helps make students more accountable

Cornell University scholars wrote about it

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).

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).

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).

How do I do that? Using Peer Review in Canvas

Click on the notes for step by step instructions:

Making Peer Review effective.....

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

A teacher gives some advice

Here are some strategies to model in class

Ways students can start their feedback sentences

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:

References

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

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

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

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.

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

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.

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

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