tag:blogger.com,1999:blog-9096775046824978357.post3204056518700222426..comments2024-03-16T08:56:35.554-07:00Comments on Economics for Teachers: Musings about Teaching Economics: Making student feedback more usefulJennifer Imazekihttp://www.blogger.com/profile/15217003898479507362noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-9096775046824978357.post-58846617631487704002009-02-06T06:06:00.000-08:002009-02-06T06:06:00.000-08:00Peer editing and feedback is tricky, no doubt abou...Peer editing and feedback is tricky, no doubt about it. In my first-year class students write four formal essays and for each of these there is a class period devoted to peer review of an early draft. I'm fully on board with review of early drafts, but I've become skeptical about peer review workshops. For as much direction as my students receive in the process of peer review (specific questions to address particular aspects of the paper, responding to the writer's questions, checklists), many of them still come away frustrated that their peers don't read their drafts critically and make good suggestions for improvement.<BR/><BR/>I feel bad for the conscientious students that use the workshops in good faith. Since peer review is a skill we are attempting to build among students, I can't do away with the workshop, and I agree it's a skill worth practicing. But I frequently get students who want me to review their drafts after the peer review session, so peer review is not much of a time saver for me.<BR/><BR/>I like the suggestion to make peer review about objective measures -- this certainly makes the reviewer's task easier -- but it seems like objective review that is too objective may sidestep some of the important writing skills to which we want students to be attuned (argument, support, analysis).Dispersemoshttps://www.blogger.com/profile/09652267216918739337noreply@blogger.com