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ERIC Number: EJ1096113
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-8756-7555
Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice
Poe, Shelli M.; Gravett, Emily O.
College Teaching, v64 n2 p73-83 2016
Student-to-student peer review or peer feedback is commonly used in student-centered or active-learning classrooms. In this article, we describe a footnoting exercise that we implemented in two of our undergraduate courses as one way to encourage students to acknowledge collaborations and contributions made during peer-review processes. This exercise was developed in response to a teaching problem well documented in the literature and often experienced firsthand in our own courses: students do not always transfer to future iterations of their work what they have learned in response to previous feedback. Following a description of the footnoting exercise, we analyze the resulting footnotes that the students produced. Finally, we discuss possible improvements to the assignment and avenues for future research. Contains a bibliography.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A