Peer Review is a process heralded by the New York State Department of Education. Based on the Tuning Protocol, a tool developed in the late-80's and early-90's at the Coalition of Essential Schools by David Allen and Joe McDonald, Peer Review is a protocol that allows educators to:

  • discuss their work and their students’ work within the context of the standards
  • demonstrate that their work is meeting or exceeding expectations
  • share and reflect in small groups

What am I supposed to do?[edit | edit source]

At a Peer Review, each participant in a small group assumes a different role at different times.

Presenter[edit | edit source]

  • explains the context of the Project
  • reviews the Project Plan Outline
  • shares student work samples
  • listens and responds to feedback

Reviewer[edit | edit source]

  • listens to the presentation
  • provides written feedback
  • engages in a dialogue

What do I need to bring?[edit | edit source]

A rubric is needed, and these can be teacher-created[edit | edit source]

  • Review the goals you are trying to achieve and the related standard(s)
  • Determine what type of performances MEET as well as EXCEED that standard
  • Break down the student activities taking place on and off the computer (researching, writing, integrating technology, etc.)
  • Create a rubric using tools like Rubistar (allows you to copy and paste the rubric into your Project Plan)

Organize student work so that it can be examined[edit | edit source]

  • Select three (or more!) samples of student work from two students doing the project
  • Potential samples:
    • Kidspiration/Inspiration brainstorming map
    • written or typed drafts
    • visual storyboard
    • multimedia presentation in progress
    • final multimedia presentation
    • final essay with teacher comments
  • Print/photocopy & staple student work, and/or complete the Project Plan Outline online.

What do I do with the student work?[edit | edit source]

Step 1: Review the rubric(s) and the student work
Step 2: Label how well the student performed based on the criteria established in your rubric (i.e., Excellent, Good, Fair, Poor)
Step 3: Provide a brief written comment (2-3 sentences) stating why the work was evaluated as such

How do I incorporate teacher resources?[edit | edit source]

  • Identify the resources students used to implement the project
  • Samples: WebQuests, hotlists, TrackStars, Inspiration templates, handouts, etc.
  • Assess the effectiveness of those tools in light of the student work

What does a typical Peer Review Day look like?[edit | edit source]

This is an agenda used by Region 9 ITIS teachers.

Greetings and Networking
Peer Review Day Explanation
Breakout sessions
Presentations 1, 2, and 3 (40 min. ea.)
Presentation #4 (40 min.)
Revision of Project Plans / Reflection
Large Group Discussion
End of day

What is the protocol for the small group presentations?[edit | edit source]

I. (15 min.) Individual Presentation
(Reviewers complete review form)
II. (5 min.) Quiet Reading Time
(Reviewers continue filling in review form)

III. (10 min.) Reviewers provide "warm" and "cool" feedback
(Presenter listens and takes notes)
IV. (5 min.) Presenter responds to "warm" and "cool" feedback
(Reviewers listen)
V. (5 min.) Open Discussion
(all parties involved, may include time for Presenter to continue responsing)

Total (40 min.)

External Resources[edit | edit source]

Community content is available under CC-BY-SA unless otherwise noted.