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
- 1 What am I supposed to do?
- 2 What do I need to bring?
- 3 What do I do with the student work?
- 4 How do I incorporate teacher resources?
- 5 What does a typical Peer Review Day look like?
- 6 What is the protocol for the small group presentations?
- 7 External Resources
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]
- McDonald, Joe. Three Pictures of an Exhibition: Warm, Cool, and Hard (1991)
- McDonald, Joe. New York Statewide Peer Review (2003)