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ERIC Number: EJ918883
Record Type: Journal
Publication Date: 2011-Feb
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-127X
Peer Feedback: Who, What, When, Why, and How
Wilkins, Elizabeth A.; Shin, Eui-Kyung
Education Digest: Essential Readings Condensed for Quick Review, v76 n6 p49-53 Feb 2011
The use of data-driven practices to improve classroom instruction and student learning is part of public education accountability today. Response to Intervention (RtI), Positive Behavioral Supports (PBIS), and the use of reading assessments (e.g., Dibels, running records) are examples of current initiatives that require teachers to collect and use data to make decisions to improve instruction and learning. Data-driven practices also are used during teacher observations. Administrators, department chairs, university supervisors, and others assigned to observe preservice and in-service teachers often collect objective data and provide systemic feedback to improve classroom performance. Schools are making concerted efforts to make professional development opportunities available so teachers can learn how to use and implement data-driven practices effectively. Peer feedback is one form of professional development that can be practical and effective in helping both preservice and in-service teachers better understand data-driven practices and their impact on student performance and classroom instruction. This article describes peer feedback, how the authors implemented it, outcomes experienced by preservice teachers, benefits, and tips for using peer feedback as a form of professional development.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A