Definition: Using peer feedback protocols allows students to build efficacy around their learning. It also empowers them to be in charge of the goals and progress they make. The teacher can’t and shouldn’t be the only person in a classroom capable of providing excellent, data-driven feedback.
What it is:
- Structured opportunities to provide and receive targeted constructive or validating feedback tied to specific criteria.
- It is respectful and focuses on promoting growth.
- It identifies and provides suggestions for improvement
What it isn’t:
- Students judge each other based on formative work.
- Vague comments that don’t speak to growth.
- Unstructured opportunities to view work
- Peer editing, where the student is making corrections on the work
How it can look and structures to develop:
There are many ways peer feedback can be used in the classroom which are largely dependent on the age and the number of students in your class. We want to set students and teachers up for success in these protocols and because of that, we can’t just tell kids to do it. We have to provide specific structures that help students learn the best ways to communicate what is working using success criteria and what isn’t working as well and why.
- Sentence starters are useful for students as well as a toolbox of strategies for particular areas of feedback
- Expert groups (more on the next page about this) are a great way to set up a community of students who can provide feedback on different aspects of class that repeat (like a writing workshop)
- Pair feedback
- Small group
- Using a google form for anonymous feedback – this also tailors to specific questions to help students stay focused.
Peer assessment templates and rubrics to support high-quality feedback from Impact Teams
In this folder you will find:
- TAG with sentence starters
- TAG peer assessment template
- Stoplight template
- Stoplight template with Emoticons
- Peer feedback stems
- Holistic rubric template
- Glow and Grow feedback template
- Glow and Grow examples with sentence frames
3 Ways to Maximize Peer-to-Peer Learning. (n.d.). edutopia.org from https://www.edutopia.org/video/3-ways-maximize-peer-peer-learning
High School: Modeling and Practicing Peer Feedback. (n.d.). In youtube.com from https://www.youtube.com/watch?v=GvHsmnJLYr4
High School Peer Feedback on Collision Theory in Chemistry. (n.d.). In youtube.com from https://www.youtube.com/watch?v=VG4DAVYTM6Y
How Students Critiquing One Another’s Work Raises The Quality Bar. (n.d.). kqed.org from https://www.kqed.org/mindshift/47199/how-students-critiquing-one-anothers-work-raises-the-quality-bar
Ladder of Feedback. (n.d.). makinglearningvisibleresources.org from http://www.makinglearningvisibleresources.org/ladder-of-feedback-see-supporting-learning-in-groups-in-the-classroom.html
Sackstein, S. (n.d.). Empowering Students to Provide Peer Feedback. mssackstein.com from https://www.mssackstein.com/post/empowering-students-to-provide-peer-feedback
Using the ’Ladder of Feedback’ in the HS Classroom. (n.d.). thecorecollaborative.com from https://www.thecorecollaborative.com/post/using-the-ladder-of-feedback-in-the-hs-classroom