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Instructors should identify a particular assignment or task that could benefit from peer-review in the course. This includes multi-step projects and formative assessments (e.g., low-stakes homeworks or 5-minute essays). Ideally, use peer review for formative feedback, and not as a basis for grades since students may sometimes be inconsistent in how the rubric is applied. Instead, consider those assessments on which students have ample time to improve their work in response to the feedback received before a future higher-stakes submission or summative assessment. Some examples of summative assessments which can include a component of peer review on initial drafts include: written essays, storyboards, project reports or presentations. Another way to incorporate peer review is to allow students to reflect on and to a project/presentation, what worked well and what could be done better.

Clearly explain why peer review is important and how it connects to the learning objectives of the course.

Anticipate what tools will be used for the peer-review process, and provide students with instruction and support for using these tools. For example, students can be taught to use the suggesting or track changes feature in Google Docs or MS Word to provide feedback. Certain of documents in which the name of the student or commenter is not known, limiting potential biases in review. You may also ask students to bring in a named copy and an unnamed copy of their work to class for engaging in double-blind peer-review. You can create a to evaluate individual or . Alternatively, you may adopt a template to use or .

Consider in advance what process you will use to assign peer reviewers to students. . Always leave room for flexibility in changing assigned groups depending on student needs.

Set expectations around the timeline for providing feedback and if this will be done as an in-class activity or will be completed outside of the classroom. If the assignment for review is shorter than 4 pages, does not require detailed written feedback and the class sizes are small (< 40 students), consider allocating time in class itself. If assigned outside the classroom, provide students with guidelines regarding the time they should spend to review an assignment. You may also assign points for completing the review, to ensure all students receive feedback on their assignment.

Construct a rubric that allows students to provide detailed feedback–for example, a checklist rubric (docx) or single-point rubric (docx) with space for comments. Alternatively, you may create a feedback form that contains specific process accompanied by a detailed analytic rubric. Co-creating rubrics with students may also provide an additional avenue for students to engage with the material because it requires students to identify and consider on what criteria their work should be evaluated. 

Train students on the rubric so that they can apply it effectively and consistently. For example, you may set aside time in class for  students to practice applying the rubric to a sample of work. Then, facilitate a discussion on how students used the rubric and what are ways to provide effective feedback. Consider using at least one class session to discuss best practices in providing feedback, the distinction between reviewing and editing. Remind students that they are evaluating the work and not the person. At the same time, remind them of the vulnerability of the person in sharing their work and avoiding value judgements.

Model the type of feedback students should expect to receive or provide in assessments.This may include providing a short summary of the work, along with what aspects work well and what could be improved on. If needed, take time in class to discuss what good feedback looks like. Some sample prompts include (Bean, 2009):

1. Write out at least two things that you think are particularly strong about this draft.
2. Identify two or three aspects of the draft where there is room for growth or improvement.
3. Make two or three directive statements recommending the most important changes that the writer should make in the next draft.