Nutbeam and Bauman 2006 Trochim 2006

Why would I use it?

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  Students can learn more from noticing each other’s strengths and weaknesses than either being told by the teacher, which can feed forward into judging their own work. Feedback provided by peers may also be more accessible and understandable than that provided by teachers (Falchikov 2004). Eric Mazur, eminent researcher on peer instruction describes it below:
  

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  It increases the sense of community building and establishing social networks, especially for first year students and allows a communication line to peers for those who cannot attend campus. It therefore suits blended learning and Kings’ fully online courses.
  
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  It emphasises the idea that academic work is delivered to a real audience, simulating the process of research environments and the workplace (Liu and Carless, 2006). Framing it as ‘peer review’ for postgraduates could help increase engagement in the process.
  
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  It can save teacher time in giving feedback in formative situations. This can facilitate a shift towards more formative assessment without increasing teacher workload.