In ANT 320 Anthropology of Sexuality and Gender, students work in pairs to compose posters that address an issue on campus or in a workplace related to sexualty and/or gender. For example, one pair of students is writing about intimate partner violence and bystander intervention. Another pair is writing about the erasure of queer people through daily microaggressions. A core component of the assignment is peer review. Each student will review other students’ posters and provide feedback. In the assignment instructions, I have included why peer review is critical to the project, including bringing new information and perspectives, ensuring high-quality work, improving critical thinking skills, and the opportunity to practice providing critical, meaningful, and constructive feedback.
To facilitate collaboration and the peer review process, I am using Google Docs for the poster project and the peer review. Each pair of students creating a poster has a Google Folder that I created for them. It looks like this. In the folder is a template of a Google Slide using the correct dimensions for printing. Also located in each folder is a Google Form with the questions for the peer review. When students are ready to engage in the peer review, they simply share their poster via the sharing settings in Google Slides. They then send the form to their designated peer reviewers, which I have chosen for them and noted in the assignment instructions.
A student who is conducting the peer review will receive a link to the form in their inbox. The form includes guiding questions for students to consider as they work through the poster. When a student completes a peer review, the results are logged under “responses” in the Google Form. This way, each pair of students only sees the feedback related to their poster, it is accessible anywhere there is internet, and both authors of the poster can see the feedback.
Prior to using Google Docs for the peer review of posters, I found peer review difficult because I did not want students to waste paper by printing the first draft of their poster.. That made sharing the poster difficult. Using Google Drive for this endeavor has eliminated the seemingly endless paper shuffle that my old peer review process used to ential. Furthermore, students can leave specific feedback on the poster using the “suggesting” mode in Slides.
If you are considering doing peer review for a project in your class, here are some important tips:
- Schedule the peer review during class time. That way you are there to address any technology concerns and where things are or how to do them.
- Use a technology lab on campus, such as the Advanced Technology Lab at Connecticut College. The monitors are much bigger than students’ laptops, which enables them to see the poster better.
- Make sure to include in your instructions that students must read the poster once, read it a second time, fill out the peer review, and then read the poster a third time to make sure they provided quality feedback. Otherwise, they will rush through the assignment.
- Also be sure to include instructions on how to handle the peer review feedback. This semester, I am asking students to make their revisions and then write a few short paragraphs addressing why the feedback and changes they made. This reinforces the critical thinking component, and it provides valuable experience in how to professionally handle criticism.