Peer review not only results in students receiving additional feedback from peers but it also encourages self-assessment and develops feedback literacy (e.g. Carless & Boud, 2018; Morrow, 2006; Nicol, Thomson & Breslin, 2014). In this presentation we will examine how the quality of the work reviewed and stage of the review process (i.e. peer review, self-review or receiving reviews) influences students’ evaluative judgments about their own work. Students anonymously reviewed 3 pieces of work via an established online peer review tool. Two of these online submissions were from their peers, and one was an exemplar written by the teacher. After each review, students completed a “self-review” of their own work using a rubric, and after all three reviews, they then received feedback comments from their peers. Participants were psychology students, and the contribution of each aspect of the peer review process to their learning was evaluated using a quantitative questionnaire, open ended questions and focus groups. When asked how the peer review process contributed to their learning, students indicated that reviewing the work of their peers contributed most. Typical comments were: “I felt this helped me to see if I was on the right track with my own work”; “I already had a template in my own head of what I had written so could see how theirs differed to mine”; “Just from reviewing their work I could identify areas in which mine could be improved”. Our findings suggest that while students reported the process of ‘reviewing and commenting’ as challenging, students learned more from comparing, reflecting and generating feedback for themselves than from receiving feedback comments. This presentation will discuss how use of peer review as a platform to develop evaluative judgement can provide an authentic method of assessment which prepares students for a final summative assessment
