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Teacher-driven versus student-initiated peer review: A story of differential student engagement

Christopher Niles, Helen Dixon, and Eleanor Hawe

Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention has been paid to how 14 secondary school statistics students experienced peer review, their perceptions of the value of feedback, and the conditions that supported or detracted from their engagement in the review process. Datasets comprised individual semistructured and focus group interviews, with students and classroom observations. Of note was the differential engagement of students when participating in peer review in formal, teacher-driven and informal, student-created settings and their reasoning for doing so. In order to mitigate student reluctance to engage in formal, teacher-driven peer review opportunities, recommendations are made in relation to the creation of alternative learning spaces that have the potential to facilitate student willingness to access their peers as learning and instructional resources.

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