1. Peer feedback: what, why and how? Peer feedback as a means of learning The Annotation Tool Ineke van den Bergh Utrecht University IVLOS – Institute of Education Centre for ICT in Education

2. What is peer feedback?  Terms: peer feedback (or: peer assessment, peer review) –Peer (equal) –Essential: same status  Type of collaborative learning –Essential: interaction  Type of assessment –Essential: relative distance between partners  Mix of collaborative learning and assessment: assessing to learn  Most common use: writing (but applicable to whatever skills demonstrations)

3. Why peer feedback?  Applying criteria  internalization  More formative feedback  more chance to improve endresult  Providing constructive feedback is an important professional skill  Teacher time is scarce

4. 0. Training in applying criteria and providing feedback 1. Writing draft 2. Peers exchange and assess drafts 3. Revision of drafts 3a. Interaction between feedback receivers ( writers) and feedback providers (assessors) 4. Teacher assesses 3b. New cycle of peer feedback on (revised) draft How can peer feedback be organized?

5. Why peer feedback online?  Benefits online support  The Annotation system

6. Benefits online support –Logistics (distribution of drafts, turn around of feedback, archive) –Process monitoring –Discussion on more equal base –Text mediated  time for reflection

7. Why a specific tool?  WORD with revision option –Pro: everyone knows it, easily accessible, no costs –Con: focus on revision of texts, no link with criteria, no visibility of interaction process, hard to monitor for teacher  Blackboard and WebCT discussionfora –Pro: known to students –Con: most feedback messages are very general and surface oriented.  Systems for online peer feedback : –Turnitin –Annotation system –New! PSA-tool Blackboard –Espace (Dutch OU)

8. Annotation system  What is it? –Feedback in context.Specific  better take-up.efficient communication –Interaction.explication,questioning of feedback  deaper learning.rating feedback  motivates  How does it work? –Webbased –Log in procedure –Screen: text and anchored discussion Jakko van der Pol j.vanderpol1@uu.nl

9. http://www.annotatiesysteem.nl Demonstration 

11. Have a try [nog invullen]

12. Experiences Results SURF-PROOF (20 courses, 2000 students, 50 lecturers, 10 Turnitin, 10 Annotation system) Students  Over 80% prefers to give and receive online peer feedback as an extra support to enhance their writings, but…  Peers cannot replace teacher (expert) feedback Teachers  Most teachers continue online peer feedback, but…  Quality of peer feedback needs improvement  More clearness about their role Recommendations (for teachers)  Discuss with students how to apply the criteria  Discuss with students which kind of feedback is helpful and which is not  Develop and exchange good practices for efficient and effective monitoring

13. What’s new?  Assessing to learn instead of learning to assess  Transition from teacher centered to student centered leaning  Online tools for peer feedback, esp. the Annotation System, give -more than in f-2-f sessions- insight in the level of understanding and critical reasoning of the students.

14. Hints  Annotation System is developing on base of user evaluations  j.vanderpol@uu.nl j.vanderpol@uu.nl  Literature Van der Pol, J., Van den Berg, I., Admiraal, W. F. & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education, 51,1804-1817.