This research paper explores the processes and outcomes of a peer review system which was introduced to first-year students on a BA Education programme in 2016-17. Students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these tasks aimed to develop the students’ skills, knowledge and confidence as novice peer reviewers. The students’ task responses, written reflections of the peer review process and interviews were analysed, to explore the potential value of producing and giving formative feedback to peers, alongside their perceptions and challenges of the peer review process.
The potential sustainability of peer review, linked to its contribution in developing graduate attributes, was considered when peer review moved into the students’ professional context, with two themes emerging: forming evaluative judgements based on an understanding of quality, and peers communicating feedback that was timely, relevant, accurate and understood by the recipient.
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