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

Michael Pugh, Fiona Veitch

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)
    226 Downloads (Pure)


    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
    Issue number2
    Early online date1 Aug 2018
    Publication statusPublished - 30 Jun 2019


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


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