Watkins, C and Ball, VJ (2018) An evaluation of the use of peer review as a formative feedback process in reflective writing within physiotherapy education. The Journal of Academic Development and Education (10). ISSN 2051-3593 (In Press)

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Abstract

Reflection is integral to developing Health and Social Care students to become autonomous practitioners. Formative assessment and peer review can increase student engagement and improve attitude to learning. Module assessment indicated that first year physiotherapy students were poor at reflective writing. Evidence of the efficacy of peer review as a formative feedback process for reflective writing is lacking. Two cohorts of first year physiotherapy students evaluated the formative feedback process by anonymous questionnaires using Likert scales and free text. In Phase 1; students were introduced to the concepts of formative and peer assessment, and then critiqued each other's work. Phase 2: as Phase 1 plus previous summative submissions for students to critique using the assessment marking criteria and identification of action points to develop their own reflections. Evaluations were compared. After Phase 1 students felt more confident in developing their own reflections, but tutors noted that most students lacked sufficient knowledge of critical reflection to give constructive feedback. Phase 2 evaluation showed that adding exemplars and a formalised action plan, the student’s ability to identify good reflective writing improved. This evaluation suggests that peer review can be effective in providing formative feedback in reflective writing, but strategies need to be in place to ensure that the learning process is successful.

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via Keele University at https://jadekeele.wordpress - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: peer review, reflective writing, formative feedback
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Medicine and Health Sciences > School of Health and Rehabilitation
Depositing User: Symplectic
Date Deposited: 25 Jun 2018 14:31
Last Modified: 04 Jul 2018 10:16
URI: http://eprints.keele.ac.uk/id/eprint/5056

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