About this paper

Appears in:
Pages: 3640-3650
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1811

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain


J. Gordijn, B. Broekhans, K. Dunn, J. Ubacht

Delft University of Technology (NETHERLANDS)
Peer review is increasingly used in higher education, also at Delft University of Technology. Unfortunately, the potential of student-student feedback often appears to be undervalued, making it less effective. The quality of the reviews is not as good and they are less constructive than expected. Moreover, not all students take giving and or receiving feedback serious. Since 2005 the peer review process in the course Preparation Master Thesis has been continuously developing with the aim to increase the contribution of constructive feedback to the learning process.

In the course students learn the essential academic skills to write a research proposal. More than 1200 students have participated so far. Our objective is to support students in developing a suitable and feasible research design. For intermediary feedback on drafts and formative assessment, peer review (PR) is an essential element of this course. In the first years of the course the PR procedure was similar as well known in academic and other professional circles: students received collegial informal peer review of their ideas in class, and a more formal written peer review of the full draft of the deliverable. From 2012 the course was also offered fully online. Without class meetings, and far less student-teacher interaction the peer review procedure became more critical for the students’ learning experience, since informal interaction was hardly arranged. Continuous evaluation led to adaptation of the peer review process in the course.

In this paper we reflect on the improvements that we have made over the years:

to consider feedback seriously: rebut and asses the reviews
to learn how to give constructive feedback: introduce a repeated review process, evaluating the reviews and assessing the rebuttal
to structure feedback: using an assessment form, later a rubric
to reduce peer pressure: using an anonymous review
to improve trust, confidence and comfort: experiments with peer groups

Based on the most recent lessons learned we will discuss our latest project integrating the peer review process in a game-based learning environment. Based on the data and experience from the previous course runs we assume that game incentives will improve learning results as students are encouraged to engage in the interactive peer review process and further their professional behaviour giving constructive feedback. We aim to make this into an adaptable learning format for any programme that wishes to adopt a similar approach to increase the learning experience and effect of peer review.
author = {Gordijn, J. and Broekhans, B. and Dunn, K. and Ubacht, J.},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1811},
url = {https://dx.doi.org/10.21125/iceri.2018.1811},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {3640-3650}}
AU - J. Gordijn AU - B. Broekhans AU - K. Dunn AU - J. Ubacht
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1811
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 3640
EP - 3650
ER -
J. Gordijn, B. Broekhans, K. Dunn, J. Ubacht (2018) INCREASING THE EFFECT OF PEER REVIEW, ICERI2018 Proceedings, pp. 3640-3650.