The PBL is almost complete….the end is near. But what can be done to make sure the students can be guaranteed they will be turning in an acceptable, accurate (or close to accurate) assignment? PEER REVIEW!
Peer review, if used correctly, can help build analytical skills in students. Many teachers, including myself, say they have students complete a peer review; but really they are not. In general, teachers hand over a rubric and instruct the students to critique someone else’s work and give them a grade. Well, whats wrong with that? For one, neither student gets much out of that, and two, usually the person giving the critique will not give “their friend” a bad grade. So, they barely look over a peer’s work and give them a 100. I feel that if I instruct my students to review a peer’s work AND supply some constructive criticism along with it, that it will a ensure better outcome for each student. The student that is critiquing will, hopefully, supply useful points that the peer can take back and fix. In the long run, both are staying more engaged in the assignment (I hope this makes sense).
Another technique I would use is the group evaluation. This is where each member of the group gets to assess each other. I like this method because it would allow the teacher to see how the group feels as a whole about the process they just completed. Group evaluation is also a good way to check how the teacher observations match up with each members perceptions. These evaluations need to be made anonymously as to assure accurate input from each student. A teacher could utilize a locked ballot box to ensure no other student would see another student’s evaluation.