Undergraduate peer review, reading and writing: reflecting on experiences from an International Politics module

Michael Pugh, Fiona Veitch

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Abstract

From academic years 2011-2012 until 2015-2016 (inclusive), the authors developed an innovative formative peer review assessment strategy to build undergraduate students' academic writing skills within the framework of a second year introductory International Politics module. This involved students anonymously reviewing assigned fellow students' draft essay introductions and indicative bibliographies, supported by a bespoke rubric delivered via Turnitin Peermark. This article recounts the educational research-driven rationale underpinning the peer review educational design and implementation in the International Politics module, before qualitatively exploring its perception and reception by learners through key 'student voice' data, complemented by commentary from learner focus groups. Following the best traditions of learning and teaching articles in this journal, we conclude by sharing the challenges and benefits of implementing such a formative assessment strategy. We also offer practice-based advice, based on our experiences, for colleagues who may want to emulate our approach, and acknowledge the limitations of our qualitative practice-based study alongside a potential avenue for expanding on this study.
Original languageEnglish
Article numberEPSTL2018340R
Pages (from-to)335-350
Number of pages16
JournalEuropean Political Science
Volume18
Issue number2
Early online date1 Aug 2018
DOIs
Publication statusPublished - 30 Jun 2019

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Keywords

  • Teaching
  • Methods
  • Course design
  • Formative assessment
  • Peer review
  • Academic writing
  • Academic literacies
  • International politics
  • Teaching and learning
  • Technology enhanced learning

Cite this

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abstract = "From academic years 2011-2012 until 2015-2016 (inclusive), the authors developed an innovative formative peer review assessment strategy to build undergraduate students' academic writing skills within the framework of a second year introductory International Politics module. This involved students anonymously reviewing assigned fellow students' draft essay introductions and indicative bibliographies, supported by a bespoke rubric delivered via Turnitin Peermark. This article recounts the educational research-driven rationale underpinning the peer review educational design and implementation in the International Politics module, before qualitatively exploring its perception and reception by learners through key 'student voice' data, complemented by commentary from learner focus groups. Following the best traditions of learning and teaching articles in this journal, we conclude by sharing the challenges and benefits of implementing such a formative assessment strategy. We also offer practice-based advice, based on our experiences, for colleagues who may want to emulate our approach, and acknowledge the limitations of our qualitative practice-based study alongside a potential avenue for expanding on this study.",
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Undergraduate peer review, reading and writing : reflecting on experiences from an International Politics module. / Pugh, Michael ; Veitch, Fiona.

In: European Political Science, Vol. 18, No. 2, EPSTL2018340R, 30.06.2019, p. 335-350.

Research output: Contribution to journalArticle

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AB - From academic years 2011-2012 until 2015-2016 (inclusive), the authors developed an innovative formative peer review assessment strategy to build undergraduate students' academic writing skills within the framework of a second year introductory International Politics module. This involved students anonymously reviewing assigned fellow students' draft essay introductions and indicative bibliographies, supported by a bespoke rubric delivered via Turnitin Peermark. This article recounts the educational research-driven rationale underpinning the peer review educational design and implementation in the International Politics module, before qualitatively exploring its perception and reception by learners through key 'student voice' data, complemented by commentary from learner focus groups. Following the best traditions of learning and teaching articles in this journal, we conclude by sharing the challenges and benefits of implementing such a formative assessment strategy. We also offer practice-based advice, based on our experiences, for colleagues who may want to emulate our approach, and acknowledge the limitations of our qualitative practice-based study alongside a potential avenue for expanding on this study.

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