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• What Is Peer Review? | Types & Examples

What Is Peer Review? | Types & Examples

Published on December 17, 2021 by Tegan George . Revised on June 22, 2023.

Peer review, sometimes referred to as refereeing , is the process of evaluating submissions to an academic journal. Using strict criteria, a panel of reviewers in the same subject area decides whether to accept each submission for publication.

Peer-reviewed articles are considered a highly credible source due to the stringent process they go through before publication.

There are various types of peer review. The main difference between them is to what extent the authors, reviewers, and editors know each other’s identities. The most common types are:

• Single-blind review
• Double-blind review
• Triple-blind review

Collaborative review

Open review.

Relatedly, peer assessment is a process where your peers provide you with feedback on something you’ve written, based on a set of criteria or benchmarks from an instructor. They then give constructive feedback, compliments, or guidance to help you improve your draft.

Table of contents

What is the purpose of peer review, types of peer review, the peer review process, providing feedback to your peers, peer review example, advantages of peer review, criticisms of peer review, other interesting articles, frequently asked questions about peer reviews.

Many academic fields use peer review, largely to determine whether a manuscript is suitable for publication. Peer review enhances the credibility of the manuscript. For this reason, academic journals are among the most credible sources you can refer to.

However, peer review is also common in non-academic settings. The United Nations, the European Union, and many individual nations use peer review to evaluate grant applications. It is also widely used in medical and health-related fields as a teaching or quality-of-care measure.

Peer assessment is often used in the classroom as a pedagogical tool. Both receiving feedback and providing it are thought to enhance the learning process, helping students think critically and collaboratively.

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Depending on the journal, there are several types of peer review.

Single-blind peer review

The most common type of peer review is single-blind (or single anonymized) review . Here, the names of the reviewers are not known by the author.

While this gives the reviewers the ability to give feedback without the possibility of interference from the author, there has been substantial criticism of this method in the last few years. Many argue that single-blind reviewing can lead to poaching or intellectual theft or that anonymized comments cause reviewers to be too harsh.

Double-blind peer review

In double-blind (or double anonymized) review , both the author and the reviewers are anonymous.

Arguments for double-blind review highlight that this mitigates any risk of prejudice on the side of the reviewer, while protecting the nature of the process. In theory, it also leads to manuscripts being published on merit rather than on the reputation of the author.

Triple-blind peer review

While triple-blind (or triple anonymized) review —where the identities of the author, reviewers, and editors are all anonymized—does exist, it is difficult to carry out in practice.

Proponents of adopting triple-blind review for journal submissions argue that it minimizes potential conflicts of interest and biases. However, ensuring anonymity is logistically challenging, and current editing software is not always able to fully anonymize everyone involved in the process.

In collaborative review , authors and reviewers interact with each other directly throughout the process. However, the identity of the reviewer is not known to the author. This gives all parties the opportunity to resolve any inconsistencies or contradictions in real time, and provides them a rich forum for discussion. It can mitigate the need for multiple rounds of editing and minimize back-and-forth.

Collaborative review can be time- and resource-intensive for the journal, however. For these collaborations to occur, there has to be a set system in place, often a technological platform, with staff monitoring and fixing any bugs or glitches.

Lastly, in open review , all parties know each other’s identities throughout the process. Often, open review can also include feedback from a larger audience, such as an online forum, or reviewer feedback included as part of the final published product.

While many argue that greater transparency prevents plagiarism or unnecessary harshness, there is also concern about the quality of future scholarship if reviewers feel they have to censor their comments.

In general, the peer review process includes the following steps:

• First, the author submits the manuscript to the editor.
• Reject the manuscript and send it back to the author, or
• Send it onward to the selected peer reviewer(s)
• Next, the peer review process occurs. The reviewer provides feedback, addressing any major or minor issues with the manuscript, and gives their advice regarding what edits should be made.
• Lastly, the edited manuscript is sent back to the author. They input the edits and resubmit it to the editor for publication.

In an effort to be transparent, many journals are now disclosing who reviewed each article in the published product. There are also increasing opportunities for collaboration and feedback, with some journals allowing open communication between reviewers and authors.

It can seem daunting at first to conduct a peer review or peer assessment. If you’re not sure where to start, there are several best practices you can use.

Summarize the argument in your own words

Summarizing the main argument helps the author see how their argument is interpreted by readers, and gives you a jumping-off point for providing feedback. If you’re having trouble doing this, it’s a sign that the argument needs to be clearer, more concise, or worded differently.

If the author sees that you’ve interpreted their argument differently than they intended, they have an opportunity to address any misunderstandings when they get the manuscript back.

Separate your feedback into major and minor issues

It can be challenging to keep feedback organized. One strategy is to start out with any major issues and then flow into the more minor points. It’s often helpful to keep your feedback in a numbered list, so the author has concrete points to refer back to.

Major issues typically consist of any problems with the style, flow, or key points of the manuscript. Minor issues include spelling errors, citation errors, or other smaller, easy-to-apply feedback.

Tip: Try not to focus too much on the minor issues. If the manuscript has a lot of typos, consider making a note that the author should address spelling and grammar issues, rather than going through and fixing each one.

The best feedback you can provide is anything that helps them strengthen their argument or resolve major stylistic issues.

Give the type of feedback that you would like to receive

No one likes being criticized, and it can be difficult to give honest feedback without sounding overly harsh or critical. One strategy you can use here is the “compliment sandwich,” where you “sandwich” your constructive criticism between two compliments.

Be sure you are giving concrete, actionable feedback that will help the author submit a successful final draft. While you shouldn’t tell them exactly what they should do, your feedback should help them resolve any issues they may have overlooked.

As a rule of thumb, your feedback should be:

• Easy to understand
• Constructive

Below is a brief annotated research example. You can view examples of peer feedback by hovering over the highlighted sections.

Influence of phone use on sleep

Studies show that teens from the US are getting less sleep than they were a decade ago (Johnson, 2019) . On average, teens only slept for 6 hours a night in 2021, compared to 8 hours a night in 2011. Johnson mentions several potential causes, such as increased anxiety, changed diets, and increased phone use.

The current study focuses on the effect phone use before bedtime has on the number of hours of sleep teens are getting.

For this study, a sample of 300 teens was recruited using social media, such as Facebook, Instagram, and Snapchat. The first week, all teens were allowed to use their phone the way they normally would, in order to obtain a baseline.

The sample was then divided into 3 groups:

• Group 1 was not allowed to use their phone before bedtime.
• Group 2 used their phone for 1 hour before bedtime.
• Group 3 used their phone for 3 hours before bedtime.

All participants were asked to go to sleep around 10 p.m. to control for variation in bedtime . In the morning, their Fitbit showed the number of hours they’d slept. They kept track of these numbers themselves for 1 week.

Two independent t tests were used in order to compare Group 1 and Group 2, and Group 1 and Group 3. The first t test showed no significant difference ( p > .05) between the number of hours for Group 1 ( M = 7.8, SD = 0.6) and Group 2 ( M = 7.0, SD = 0.8). The second t test showed a significant difference ( p < .01) between the average difference for Group 1 ( M = 7.8, SD = 0.6) and Group 3 ( M = 6.1, SD = 1.5).

This shows that teens sleep fewer hours a night if they use their phone for over an hour before bedtime, compared to teens who use their phone for 0 to 1 hours.

Peer review is an established and hallowed process in academia, dating back hundreds of years. It provides various fields of study with metrics, expectations, and guidance to ensure published work is consistent with predetermined standards.

• Protects the quality of published research

Peer review can stop obviously problematic, falsified, or otherwise untrustworthy research from being published. Any content that raises red flags for reviewers can be closely examined in the review stage, preventing plagiarized or duplicated research from being published.

• Gives you access to feedback from experts in your field

Peer review represents an excellent opportunity to get feedback from renowned experts in your field and to improve your writing through their feedback and guidance. Experts with knowledge about your subject matter can give you feedback on both style and content, and they may also suggest avenues for further research that you hadn’t yet considered.

• Helps you identify any weaknesses in your argument

Peer review acts as a first defense, helping you ensure your argument is clear and that there are no gaps, vague terms, or unanswered questions for readers who weren’t involved in the research process. This way, you’ll end up with a more robust, more cohesive article.

While peer review is a widely accepted metric for credibility, it’s not without its drawbacks.

• Reviewer bias

The more transparent double-blind system is not yet very common, which can lead to bias in reviewing. A common criticism is that an excellent paper by a new researcher may be declined, while an objectively lower-quality submission by an established researcher would be accepted.

• Delays in publication

The thoroughness of the peer review process can lead to significant delays in publishing time. Research that was current at the time of submission may not be as current by the time it’s published. There is also high risk of publication bias , where journals are more likely to publish studies with positive findings than studies with negative findings.

• Risk of human error

By its very nature, peer review carries a risk of human error. In particular, falsification often cannot be detected, given that reviewers would have to replicate entire experiments to ensure the validity of results.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Thematic analysis
• Discourse analysis
• Cohort study
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias
• Social desirability bias

Peer review is a process of evaluating submissions to an academic journal. Utilizing rigorous criteria, a panel of reviewers in the same subject area decide whether to accept each submission for publication. For this reason, academic journals are often considered among the most credible sources you can use in a research project– provided that the journal itself is trustworthy and well-regarded.

In general, the peer review process follows the following steps: 

• Reject the manuscript and send it back to author, or 
• Send it onward to the selected peer reviewer(s) 
• Next, the peer review process occurs. The reviewer provides feedback, addressing any major or minor issues with the manuscript, and gives their advice regarding what edits should be made. 
• Lastly, the edited manuscript is sent back to the author. They input the edits, and resubmit it to the editor for publication.

Peer review can stop obviously problematic, falsified, or otherwise untrustworthy research from being published. It also represents an excellent opportunity to get feedback from renowned experts in your field. It acts as a first defense, helping you ensure your argument is clear and that there are no gaps, vague terms, or unanswered questions for readers who weren’t involved in the research process.

Peer-reviewed articles are considered a highly credible source due to this stringent process they go through before publication.

Many academic fields use peer review , largely to determine whether a manuscript is suitable for publication. Peer review enhances the credibility of the published manuscript.

However, peer review is also common in non-academic settings. The United Nations, the European Union, and many individual nations use peer review to evaluate grant applications. It is also widely used in medical and health-related fields as a teaching or quality-of-care measure. 

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

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Peer Review Assignment Best Practices for Instructors

Canvas has a built-in Peer Review tool that allows instructors to assign student submissions to each other for feedback. This feature can be enabled for groups and can be set up to be anonymous. 

If the built-in tool in Canvas doesn’t meet your needs, there may be other options . 

Before You Start

We strongly recommend working with your LSP if you want to create a peer review assignment in Canvas to create the best experience for you and your students.

• Consider providing clear instructions or a rubric in your assignment for students on what a peer review is in Canvas , how they will grade, and how they can view their feedback .
• We recommend reiterating to students that it is important that they submit on time so they don’t hold the assignment up for others in the course.
• Students who haven’t submitted an assignment can no longer be invited to review others’ work. If students don’t submit, they can’t participate. 

How to Create a Peer Review Assignment in Canvas

• If this will be a group assignment, you will see an additional option to “Allow intra-group peer reviews”. Select this if you would like Canvas to select a member of the same group for that student to review.

Note – Canvas assigns peer reviews to individuals, EVEN if it’s a Group Project assignment. The only project member who will see feedback is the one the peer reviewer was assigned to. It will not be visible to other project members.

• If you select assign reviews manually , instructors will need to go in and pair up the students after students have finished submitting their assignments.
• Instructors should provide a buffer for students to allow for late submissions and not use the same time as the due date of the assignment.
• Once all additional settings have been configured, save and publish the assignment.
• Students will receive an email and a to do list item once they have been assigned a peer to review. Students will not receive a peer to review until they submit the assignment.

Keep in Mind

• We recommend using the Manually Assign Peer Reviews option (see screenshot below) to assign peer reviews later if they need to be done at a specific time. 

• “ If a student has not submitted the assignment or submits the assignment after the due date, the student will not automatically be assigned a peer review and you must manually assign one. ”
• For assignments with Turnitin enabled, only the original student can see the originality score, not the assigned reviewer. Reviewers won’t be able to assess this information, since it isn’t visible to them.

Known Issues 

The manual drag and drop option to assign peer reviews has not been reliable . For the best experience, we recommend using the “assign peer reviews now” option for this need instead.

• Automatic (randomly assigned) peer reviews may take up to an hour to be assigned to students. We recommend letting your students know that there may be a delay before submissions are available to them to review.
• Clear your cache on a PC  
• Clear your cache on a Mac  

Please try the instructions linked above for your preferred browser and then open a new window and try logging in again. 

Clearing the browser cache can also sometimes solve issues students are having with peer reviews, and the above instructions may be helpful to share with them as well.

Other Peer Review Options

• Wharton instructors – contact the Wharton Courseware team ( [email protected] ) for a full list of your options for peer review assignments. 
• If you’re already using Perusall in your course, consider using Perusall’s peer review functions . 
• For group assignments: consider creating a Canvas discussion board or using Ed Discussion to allow students to share feedback with the entire group.

Please contact [email protected] or your Local Service Provider for assistance. 

Last Updated: 31 Oct 2023

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Implementing Peer Review in Your Course

During her graduate studies at The Ohio State University, Nicole Pizarro worked as both an English instructor and a consultant at the Center for the Study and Teaching of Writing’s Writing Center .   

“In my teaching, I didn’t have time to help each student craft and edit their papers. But as a peer consultant, I could focus on a client’s writing and walk them through the revision process while providing comprehensive feedback. This work highlighted for me the benefits of peer-to-peer feedback in everyday writing instruction.”

It wasn’t long before Pizarro’s Writing Center experience influenced her teaching. In a second-year writing course, she used a CarmenCanvas discussion board to encourage students to actively reflect on each other’s writing styles and the bottlenecks they encountered when composing.  

“We talked about what we valued in peer-to-peer feedback. For each assignment, students would use Carmen’s peer review tool and a set of guiding questions to provide feedback to each other. Weaving those interactions throughout the course fostered a classroom community where students could identify areas of improvement in their peers’ work as well as actively reflect on their own writing.” 

Why peer review? 

Feedback is essential to any writing task, especially in the workplace. Whether your students move on to academic careers or other professions, they must be comfortable with the practice of seeking feedback from colleagues. For example, active feedback is integral to the production of scholarly and business communications such as grant proposals, presentations, memos, technical guides, and reports. What’s more, many of the bottlenecks college students face with writing tasks can be addressed through peer review, which helps them further develop the writing skills they need to enter the workforce.  

Unfortunately, peer review activities are not always successful, and many instructors avoid them altogether. Some common reasons for this: 

• Instructors may believe it is unproductive to have students who encounter the same bottlenecks in their writing provide feedback to one another. 
• Instructors may be hesitant or unable to commit the time and energy needed for effective peer review activities, which necessitate advance planning and active participation from students throughout the length of a writing assignment or even a whole course. 
• Students may have difficulty differentiating between feedback and criticism, leading peer review activities to feel intimidating or unpleasant. Furthermore, students who are not confident in their own composition skills may be hesitant to “judge” their peers’ writing. 
• Students may not see the point of peer review because they have been conditioned to value feedback only from their instructors.  

Do any of these concerns hit home for you or your students? The good news is that while designing peer review activities may seem daunting, research suggests that effective peer review can enhance students’ writing education. 

What the research says 

Encouraging students to actively reflect on their own and their peers’ writing can have lasting effects on their development as writers. In Peer Review: Successful from the Start , Shelley Reid notes that peer review “broadens the audience to whom student writers are responsible,” reinforces “the idea that writing is the result of the writer’s choices—which can be controlled and modified,” and increases students’ “awareness of writing as a negotiation between the intent of the writer and the needs of the audience” (2008, para. 5-6). Similarly, WAC Clearinghouse contends that “peer review enhances students’ critical thinking skills as readers and writers... [and] fosters the collaborative awareness of peer readers and their needs” (n.d.).  

Because of the varied ways peer review is implemented in higher ed, the research suggests that its effectiveness varies. Lundstrom and Baker (2009) identified three key benefits of peer review: students receive extra feedback, they have more language interactions, and they improve their own writing by providing feedback to others. However, they also found that the training students got on giving and receiving feedback influenced whether their writing improved overall or globally. “Students who revised student papers improved in specific areas of writing more so than those who only learned to use student feedback” (Lundstrom & Baker, 2009, p. 38). Other researchers have echoed the importance of providing “explicit training in both giving and receiving formative feedback” (Dressler, Chu, Crossman, & Hillman, 2019).  

Ultimately, for a peer review activity to be successful, students must receive training or clear instructions regarding the expectations for the activity . Providing a rubric, working with students to establish criteria, and having open conversations about how to structure helpful feedback can all enhance the peer review process. Asao Inoue (2005) suggests that instructors implement community-based assessment pedagogies in which “students take control of the writing and assessment practices of the class” by contributing to the development of assignments and rubrics. Such methods support students to “evolve as writers, assessors, and theorizers of language” while structured opportunities to evaluate their own writing processes can turn them into “reflective, more self-conscious writers” (p. 210). 

Research also demonstrates that students for whom English is a second language, sometimes called L2 students, can benefit from peer review activities. “Especially popular in L2 instruction, peer response has been shown to help students understand their own process of writing development by analyzing the writing of peers at similar stages in the process” (Anson & Anson, 2017, p. 14 ). Lundstrom and Baker (2009) found that peer review activities help English language learners improve their own writing by “transferring abilities they learn when reviewing peer texts” (p. 38 ). In other words, peer review activities allow English language learners to critically evaluate their own writing through evaluating their peers’ work. 

Supporting International Students

Are you considering how best to support the success of international students on writing assignments, peer reviews, and other learning activities? Find guidance in the Center for the Study and Teaching of Writing’s Supporting International Student Learning in the Classroom . 

Ultimately, peer review can help students improve their writing. But to maximize its benefits, students must be trained on how to provide effective feedback and what to do with the feedback they receive. Even if a final product doesn’t show significant improvement, peer review can influence students’ overall development as writers, spurring them to be more self-aware, reflective, and thoughtful about their writing choices and processes.

In Practice

The following approaches can help you plan productive peer review activities for your course.  

Provide students opportunities to reflect on their writing process. Encouraging students to reflect on their own writing processes helps you understand specific areas to address in their writing skills development so you can tailor your instruction. It also helps students set individual goals that their peers can use to provide meaningful, targeted feedback. When students consciously consider their strengths and areas for improvement, they are set up to be accountable in how they respond to the feedback they receive in those areas.

Ask students to write a paragraph explaining what their writing process looks like for a traditional paper. Ask guiding questions, such as:  

• Do you enjoy writing? Why or why not? 
• How do you brainstorm ideas?  
• How do you organize your ideas before writing?  
• What is a piece of writing you are most proud of? Why? 
• What do you struggle with when working on a writing assignment? 

Develop a questionnaire asking students to reflect on or rate their writing skills. Using the anonymous submission option when  building your survey in Carmen can help students feel comfortable being honest about the bottlenecks they experience when writing.  

Spend class time explaining the benefits of peer review and addressing students’ questions and concerns. We mentioned earlier some negative connotations that are often associated with peer review activities. Because many students share similar concerns, it is helpful to dedicate class time to openly discussing their prior experiences with peer review. Ask them to share what they find most valuable about peer feedback and what they want to gain from peer review activities. This is a good opportunity to explain the difference between feedback and criticism, as well as the benefits that understanding and practicing peer review can have on students’ writing.  

Create a contract as a class to lay out key guidelines for peer review . Once you’ve discussed students’ experiences and concerns, you can dive into specific expectations and parameters for peer review. Together with students, create a peer review contract wherein key areas for development and feedback are highlighted. This contract can serve as a reminder of the difference between criticism and feedback, and how to provide useful feedback. Developing a community contract allows students to have control in the peer review process and tailor activities to their shared needs. Along these lines, you can also work with students to establish the specific criteria for the individual peer review activities you assign throughout the term. 

Scaffold major assignments and implement feedback loops throughout their duration.   In a First Year Writing course in Ohio State’s English department, students are expected to develop an academic paper analyzing a popular media text. This research paper is broken down into smaller writing tasks focused on specific skills: primary source analysis, annotated bibliography, secondary source integration, and analytical research. For each of those individual tasks, students perform peer reviews and follow up on feedback to make improvements to their drafts. The frequent feedback loops throughout the course help students actively reflect upon and develop their writing skills and become more comfortable providing and responding to feedback in the process.  

Provide a detailed worksheet, checklist, or rubric for each peer review assignment. Students are often unsure how to evaluate peers’ writing and compose their review, so explicit guidance for them to reference during the process is crucial. Delineate clear areas for feedback or provide guiding questions, such as: 

• In a few sentences, summarize your peer’s paper. 
• What is the paper’s main argument? Is the argument clear and specific? 
• Does the introduction establish the argument and provide an overview of the paper’s topic? 
• Are the main points well organized? Are there any paragraphs that could be expanded, clarified, or re-ordered? 
• Does the conclusion wrap up the paper by synthesizing ideas or suggesting new directions of thought? 
• What were the writer’s most interesting or illuminating points? 
• What questions do you still have after reading the paper? Did you find anything confusing?  
• Does the author cite reliable sources? Do the sources support the paper’s argument?  

It is also helpful to encourage students to pose specific questions about their papers that they would like their peer reviewers to consider. 

For additional ideas for structuring peer review assignments, see the University of Alaska, Fairbanks’ extensive list of Peer Review Activities .

Teaching Online

Peer review has value no matter your mode of instruction. If you’re wondering how to best adapt peer review activities for the online classroom, explore the Purdue Online Writing Lab’s Remote Peer Review Strategies . Find more support for promoting peer connections at a distance in Student Interaction Online  and Creating and Adapting Assessments for Online Courses .

Guide students to reflect on each peer review activity and the feedback they received . After a peer review activity concludes, have students reflect on their peers’ feedback, revisit their work, and identify the revisions they plan to apply. This can be as simple as asking them to compose a paragraph or bulleted list outlining the changes that they want to make to their drafts. Prompting students to reflect on peer feedback throughout the duration of a project motivates them to see the revision process as ongoing.  

Leverage university-supported technology to support your peer review activities.  Carmen has a built-in peer review tool that can streamline the peer review process for you and your students. It facilitates students’ reviews and enables you to grade them, all in a centralized location. Learn more about using the Carmen peer review tool . 

Integrating peer review activities in your course can support your students’ holistic development as writers. For peer review to be effective, you must train your students in how to provide feedback as well as how to respond to the feedback they receive. Setting up clear expectations and resources will go a long way toward making peer review a productive endeavor for all involved. 

When designing peer review activities for your course: 

Encourage students to actively reflect on their writing processes. This helps students better establish the kind of feedback they want from peers and consider how they will incorporate it into their revisions.  

Provide opportunities for students to share their concerns and questions about peer review before conducting any activities. 

Give students agency in peer review activities by creating a community-generated peer review contract and working together to establish criteria for peer review assignments.  

Scaffold all major assignments and build multiple opportunities for peer feedback into the writing process. 

Provide students with a detailed worksheet, checklist, or rubric to guide their evaluation of their peers’ writing.  

Allow students to reflect on the feedback they received after a peer review and consider how they will incorporate it into their revisions. 

Take advantage of university-supported tools like Carmen to streamline peer review activities. 

• Peer Review in CarmenCanvas Can Aid in Students’ Learning Process (ODEE/CSTW ar…
• Shelley's (Quick) Guides for Writing Teachers: Full-Circle Peer Review (web res…
• Teaching Students to Evaluate Each Other (web resources)

Anson, I.F., & Anson, C.M. (2017). Assessing peer and instructor response to writing: A corpus analysis from an expert survey. Assessing Writing , 33 , 12-24.  https://doi.org/10.1016/j.asw.2017.03.001

Cho, K., Schunn, C.D., & Charney, D. (2006). Commenting on Writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communications , 23 (3), 260-294.  https://doi.org/10.1177/0741088306289261

Inoue, A.B. (2005). Community-based assessment pedagogy. Assessing Writing , 9 , 208-238.  https://doi.org/10.1016/j.asw.2004.12.001 

Lundstrom, K. & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing , 18 , 30-43.  https://doi.org/10.1016/j.jslw.2008.06.002

Reid, E. S. (2006). Peer Review: Successful from the Start. The Teaching Professo r, 20 (8), 3.

WAC Clearinghouse. (n.d.). How can I get the most out of peer review? . https://wac.colostate.edu/resources/wac/intro/peer/    

Related Teaching Topics

Designing assessments of student learning, helping students write across the disciplines, supporting student learning and metacognition, related toolsets, carmencanvas, search for resources.

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Designing peer-review assignments.

Peer review often takes place in multiple steps, with students reviewing other students’ work and then having follow-up discussions. Sometimes faculty wish to facilitate blind review. Often faculty assign multiple reviewers to review each student’s work. You have many choices when you design peer-review procedures or assignments.

Tools & materials

Required tools and materials:

• Using Assignments for peer review
• Using Discussions for peer review

Step-by-step implementation

These instructions assume that you're using the Assignments tool to collect and disseminate peer feedback.

• In Canvas, navigate to the peer review assignment .
• To edit the assignment, click Edit Assignment . Add the assignment rubric and guiding peer review questions to the assignment.

Note: Be clear about peer review due dates, as students will see the assignment due date as the peer review due date.

• If you choose automatically, Canvas will allow you to edit the number of Reviews Per User . If you want groups of three for the assignment, the number of reviewers should be two ( two reviewers + one submitter = group of three students ).
• In class: You can conduct and guide the review process in class via zoom or as a blend of face to face and zoom.
• Asynchronous: you can schedule the peer review as an assignment.

Note: To maintain a level of objectivity and neutrality for students' responses, select Peer Reviews Appear Anonymously .

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Guidelines for Students - Peer Review

Student guidelines for peer review.

• Before you even make your first comment, read the document all the way through.
• Make sure you leave enough time for you to read through, respond, and for your peer to edit his/her document with your comments before any deadlines.
• If you are provided with a feedback form to fill out and something is unclear, do not ignore the item but ask the instructor for clarification.
• Point out the strengths as well as the weaknesses of the document.
• Offer suggestions, not commands.
• Editorial comments should be appropriate and constructive. There is no need to be rude. Be respectful and considerate of the writer's feelings.
• Be sure that your comments are clear and text-specific so that your peer will know what you are referring to (for example, terms such as "unclear" or "vague" are too general to be helpful).
• Try not to overwhelm your peer with too much commentary. Follow the feedback form and the issues you are supposed to address.
• Be careful not to let your own opinions bias your review (for example, don't suggest that your peer completely rewrite the paper just because you don't agree with his/her point of view).
• Reread your comments before passing them on to your peer. Make sure all your comments make sense and are easy to follow.
• Avoid turning your peer's paper into your paper.

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Peer Review for Qualitative Peer Assessments

What are Qualitative Peer Assessments?

Peer assessment is a common resource that allows students to review their peers’ work through criteria-based evaluation. It’s simple for instructors and students to use.

Why use Qualitative Peer Assessments?

• Allows students to give and receive constructive feedback.
• Reinforces and puts in practice the comprehension of the subject material.
• Fosters analytical and learning comprehension skills of students.
• Encourages the development of students’ critical thinking.
• Gives students practice in critique others in a professional manner.
• Allows to measure students’ analysis and communication skills.
• Helps to distribute the workload.
• Ensures that students receive feedback from several individuals, several points of view.

Watch a video about Peer Assessments

The following narrated video provides a visual and auditory representation of some of the information included on this page. For a detailed description of what is portrayed in the video, open the video on YouTube , navigate to More actions , and select Open transcript .


Video: Peer Assessment in Blackboard Learn Ultra shows how to use peer assessments.

Question and criteria examples

Questions provide structure and content to the assessment. They can be simple ("What is 2 plus 2?") or complex ("Describe the main reason for the fall of the Roman Empire.").

The criteria that accompany each question provide the means to evaluate the responses to the questions. The number or criteria can also range from one ("Did the answer = 4?") to many:

• Does the response place the issue within the broader context of the subject?
• Is the response well-organized and clearly laid out?
• Was the response proofread carefully? Was it free of significant grammatical, spelling, or typographical errors?

Rubrics are also available to facilitate students the evaluation process and help you, as an instructor, to better track students’ accomplishments. You can grade using a rubric and your students can see that rubric you may use for grading.

Peer reviewers can view rubrics to guide their feedback, but only you, as an instructor, can use rubrics for scoring.

Create a Peer Review Assessment

You can create Qualitative Peer Review for assignments in the Ultra Course View.

• On the Course Content page, select the plus sign wherever you want to add an assignment. In the menu, select Create to open the Create Item panel and select Assignment . The New Assignment page opens.
• From the  Assignment Settings panel, select  Peer review . The selection will affect other fields automatically, such as the number of attempts allowed, in order to comply with the settings required to guarantee a successful peer review process.
• Select  Peer review settings below Peer review . In the expanded panel you can set the number of Reviews per student , the Assessment due date  (for assignment submission) and the Peer review due date  (for peer review completion).
• Select Save .
• The Peer review section within the Assignment settings will be updated to show your selections for number of reviewers and due date for peer revisions.  

• You can add other settings to your assignment, such as Grading rubric   to complete the assessment.
• Close the Assignment Settings panel and continue to add content to your assignment and instructions for your students.
• Make the assignment available for your students when ready.

To assign peer reviews within a group, you can set up multiple assignments with Peer Review enabled and set Conditional Availability by group membership. This way, assigned peer reviewers will always be within a student’s group.

Assignments with Peer Review have a single text prompt. Be sure to include all topics and questions to which students must respond and receive feedback on in one prompt.

More on attaching files

Qualitative Peer Assessment timeline

• Create and deploy: Set the submission and review due dates, the number of required reviews, and make the assignment visible to students
• Submission period: The time before the submission due date during which students are expected to submit the assignment.
• Peer Review: After the submission due date and before the peer review due date during which students are expected to review peers’ work and give them feedback.
• Track tasks: Instructors can track submissions and review progress in the gradebook.
• Grading: After the peer review due date, instructors grade the activity considering both the students’ submissions and their reviews of their peers.

Submission period

During the submission period, your students are able to:

• See the assignment instructions.
• Review any rubric optionally associated with the assignment.
• Start a draft submission, and
• Complete an attempt submission.

As with any other assignment, students can author directly in the  assignment and attach files.

Only a single completed attempt can be submitted. This is to prevent a student from seeing what other students wrote and then submitting the Assignment again. If a student has an issue with an attempt submission, you can delete her attempt so the student can submit again.

Distribution and randomization of submissions to peers

Submissions are distributed to students automatically and randomly. Students are not pre-assigned to peers but remain in a pool of potential peer assignments. As a student chooses to begin a new peer review, another student’s submission is drawn randomly from the pool. This method allows greater flexibility for accepting and handling late submissions and peer reviews.

The identities of peers is not visible to students but it's visible to you, as an instructor.

The start of the peer review period 

The review period starts automatically once the submission due date has passed. At that time, students can return to the assignment and start their reviews. Before the review period begins, students who have submitted their assignments will be informed when they can begin their peer reviews.

Because of the way that reviews are assigned and distributed, the review period cannot begin until there is a minimum number of submissions.

By the due date, the minimum number of submissions for the review period to begin is the assigned number of reviews set by you plus one. For example, if you set 3 reviews are required per student, 4 submissions must be turned in before the review period can start. This ensures there are enough submissions for the students who start their reviews first, in order to complete all of their required reviews at once if they choose to do so.

If the submission due date has passed and there aren’t enough submissions for the review period to start, you'll be alerted in the Assignment Settings page.

Optionally, you can change the original settings and reduce the number of required reviews or adjust the submission due date.

Names of peers are always hidden from each other. If you want your students to know who they’re evaluating, you can request them to add their names to their corresponding submissions. Student names can’t be hidden from you.

Reviews won't be shown to the student until the grade for the peer review assignment is posted.

You can’t use originality checking with SafeAssign on assignments when Peer Review is enabled.

Late submissions and reviews

Just like with other assignments, students can submit work late. Their lateness is indicated in the gradebook and grading workflows unless a due date accommodation applies to them. 

A late student’s submission goes into the available pool at time of submission, and peers who start reviews after the submission can pick it up to evaluate. While due date accommodations are handled, at this time due date exceptions for individual students aren’t allowed for assignments with peer review enabled because of the potential impact it would have on the review period for other students.

Late submitters and reviewers remain part of the process as active participants, and you as an instructor can always see who is late, tracking students' progress towards completion.

In the case when a student submits very late and all other students have completed their peer reviews, it’s possible this very late student won’t receive any reviews from her peers but she can still conduct peer reviews for other students.

If there are no more submissions available in the pool when this late student starts her reviews, other student submissions will be assigned to her, thus leading to some students to receive extra peer reviews above the assigned number of reviews. These additional reviews will be hidden from view from the recipient peers by default, so they won’t be confused and wont’t feel they’ve been “over-evaluated.”

There can be circumstances where a student who submitted and completed reviews on time doesn’t receive the full count of peer reviews by the review due date. This means there are  pending reviews not completed by other students. 

Submission tracking and status review

On the Submission page for the assignment, it’s possible to review all students’ statuses, whether they’ve submitted, how many peer reviews they’ve completed, and whether they were late with either the submission or their reviews.

Your students and you can learn about relevant changes in submissions via the Activity Stream. You'll get notifications when new reviews arrive, and your students will get them when their reviews are graded.

In the grading workflow, you or any assigned grader can view the original assignment instructions, a student’s submission, the reviews this student gave to her peers, and the feedback this student received from her peers. Here you can provide feedback to the student and provide a score or use a rubric to grade.  As with any other assignment, you can view and annotate the document submitted inline.

You can censor any peer review you deem inappropriate by clicking the Show/Hide icon next to it. You and any other approved grader always see all feedback provided. If a student received extra feedback from late reviewers on top of the assigned task of reviews, those reviews are hidden by default. You can choose to show them to the reviewed student using the Show/Hide toggle.

Assignments with Peer Review support a single grade and rubric for a student’s submission and peer reviews. If you choose so, you can communicate different scores for each part of the process in their feedback.

Useful functionalities

You can edit peer review items in batches. Adjust the due date of separate items at the same time by delaying or advancing the date in a given batch.

Go to Course Content -> The three dot menu -> Batch Edit

Submission linking

You can access the submissions reviewed by your students right from a given student's grading panel. You can easily select a specific submission and grade a student’s review in context.

Calendar links

Your students have direct access to the submissions available for their review from either the Due Date or the Calendar views. This makes it easier for them to act when reviewing their pending tasks.

Peer review assignments for disabled students and deleted attempts

When an instructor deletes a student submission containing peer reviews, they'll receive a warning message, as they'll lose those reviews. The list of affected students will be visible.

When grading or viewing peer reviews, the submission from a disabled or unavailable student will still be available.

If a student started or completed a review on a student submission that is no longer available (because it belongs to a disabled or unavailable student), they'll see they no longer have access to it. The student can start a different review if they’d like or if asked by the instructor. An instructor can see when a student completed a review that’s no longer available, giving the opportunity to let the student know they don’t need to complete another review if that’s preferred.

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Canvas @ Yale

• Implementing Peer Review Assessments

Updated on Mar 14, 2022

Although the term "peer assessments" can be abstract, the overarching sense in which researchers and educators use this term suggests a two-way, reciprocal learning activity which is mutually beneficial and involves the sharing of knowledge, ideas, and experience between participants (Boud, Cohen, & Sampson, 2014). By allowing the students to use peer assessment, there are increased possibilities for students to engage in reflection and collaboratively explore ideas (Boud, Cohen, & Sampson, 1999). In addition to these motives, researchers have also argued that peer learning and peer assessments may suit some students (i.e. women and minorities) more than the common individualized teaching and learning practices found in the traditional lecture or seminar course (Boud, Cohen, & Sampson, 1999; Chalmers &  Volet, 1997; Slavin, 1995).

Table of Contents

This article will address the following information:

Recommendations for Facilitating Peer Assessment Activities

• Peer Review Discussions
• Peer Reviewed Assignments
• Collaborations

Examples of Peer Assessment

• Focuses on the end of a learning activity to determine whether predetermined objectives have been achieved.
• One example is providing feedback on a rough draft of a paper prior to submission.
• Occurs during the process of student learning activities.
• It focuses on improving students' learning by providing rich and detailed qualitative feedback information about strengths and weaknesses.
• Provide an example of a good peer review, either done within class or provide an online example with annotations.
• Think about how you should assign the peers (i.e. have the students pick their groups; automatically assign groups through Canvas; form groups that enhance the peer's strengths and weaknesses, etc).
• Have multiple peers review the same assignment to provide additional feedback to each student.
• Provide a rubric or clear, guided instructions for the peers to follow to ensure that the feedback provided to others is substantial and meaningful. 

Applications and Tools

Below is a non-comprehensive list of available tools that you may be interested in exploring to adopt and use in creating / facilitating peer review assessment activities in your course.

Peer review discussions can only be created with graded discussions and do not have an anonymous option.

Within Canvas, you can create a graded peer reviewed discussion. When creating a discussion, you can require students to comment and provide feedback on another student's work. Below are some helpful articles to use this tool.

• How do I use peer review discussions in a course?
• How do I create a peer review discussion?
• How do I automatically assign peer reviews for a discussion?
• How do I manually assign peer reviews for a discussion?

Peer review assignments can be assigned to show student names or be anonymous.

A peer review assignment enables students to provide feedback on another student's assignment submission. Peer reviews are a tool that allows communication between students and can help students master the concepts of a course and learn from each other. Below are some helpful articles to use this tool

• How do I use peer review assignments in a course?
• How do I create a peer review assignment?
• How do I manually assign peer reviews for an assignment?
• How do I automatically assign peer reviews for an assignment?
• How do I view student peer review comments as an instructor?

The Collaborations Index Page allows you to create collaborations for users in your course. You can create new collaborations, edit existing collaborations, and delete collaborations, which can be useful for organizing peer review activities. Students can create collaborations in courses as well. As an instructor, you can always view any collaboration created by a student in the course, though other students can only view collaborations that have been shared with them. If you have created groups in your course, students can always create collaborations within group sites as well.

• How do I use the Collaborations Index Page?
• How do I create a Google Drive collaboration as an instructor?
• How do I create a Google Docs collaboration as an instructor?
• How do I delete a collaboration as an instructor?

Box @ Yale is a cloud-based file sharing and storage service workspace which enables users to collaborate, synchronize, and share information. For more questions about Box @ Yale, please contact [email protected] . 

• Box at Yale Information Page
• Embedding Box (Cloud Storage) into a Canvas Course

Boud, D., Cohen, R., & Sampson, J. (1999). Peer Learning and Assessment. Assessment & Evaluation in Higher Education, 24 (4), 413-426, DOI: 10.1080/0260293990240405

Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer learning in higher education: Learning from and with each other . London: Routledge.

Chalmers, D. and Volet, S. 1997. Common misconceptions about students from South‐East Asia in Australia. Higher Education Research and Development , 16 (1), 87–98. 

Slavin, R. E. (1995).  Cooperative Learning , Boston: Allyn and Bacon.

For more help, please contact  [email protected] .

Assessments, Feedback and Grades

• Building Assessments in Canvas
• Creating an Assignment
• Creating a Media Recording Assignment
• Creating an Ungraded, No-Submission Assignment (Reading Assignment)
• Submitting a File to a Canvas Assignment on a Student's Behalf
• Duplicating an Assignment
• Setting Lock / Availability Dates
• Due Dates versus Display Dates
• Checking a Canvas Activity in Student View without Releasing It to Students
• Assignments (Vendor Guides)
• Turnitin: Creating a Turnitin Assignment
• Turnitin: Assignment Settings Options
• Turnitin: Viewing the Similarity Report / Originality Score (Instructor Guide)
• Creating a Discussion Board
• Implementing Online Discussions
• Discussions (Vendor Guides)
• Strategies for Delivering Exams / Quizzes in Canvas
• Introducing New Quizzes
• New Quizzes (Vendor Guides)
• Quizzes (Vendor Guides)
• Supporting and Using Feedback in Your Class
• Submitting Audio / Video Feedback to a Student
• Grading Assignments Using the SpeedGrader
• Utilizing Anonymous Grading
• Accessing the SpeedGrader from the Gradebook
• Gradebook Overview and Features
• Understanding Gradebook Views and Filters
• Using the Grade Posting Policy
• Changing Grading Schemes / Grade Letter Ranges
• Creating Weighted Assignments Groups
• Importing Grades into Gradebook
• SpeedGrader (Vendor Guides)
• Rubrics (Vendor Guides)
• Gradebook (Vendor Guides)
• Feedback & Accessibility Barriers Tool: Overview
• Enabling / Viewing the Feedback & Accessibility Barriers Tool
• Mid-Semester Feedback: Overview
• Disabling / Enabling the Mid-Semester Feedback Tool in Your Canvas Course
• Timing of Mid-Semester Feedback
• Managing Mid-Semester Feedback Survey Questions
• Viewing / Downloading Student Mid-Semester Feedback Submissions
• New Analytics (Vendor Guides)
• Analytics (Vendor Guides)
• Outcomes (Vendor Guides)

Other Resources

• Accessibility
• Inclusivity
• Canvas @ Yale Settings
• Enrollment & Permissions
• Technical Support Guides
• Updates & Known Issues
• Canvas @ Yale Admin / Registrar
• Instructor Getting Started Guides
• Course Management
• Canvas @ Yale External Applications
• Discover Instructional Tools
• Instructor FAQ
• Student Getting Started Guides
• Student Assessment Guides
• Student FAQ

Center for Teaching Innovation

Resource library.

• Teaching students to evaluate each other

Peer assessment

Peer assessment or peer review provides a structured learning process for students to critique and provide feedback to each other on their work. It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work. 

If you are interested in facilitating a team member evaluation process for group projects, see the page on  Teaching students to evaluate each other .

Why use peer assessment? 

Peer assessment can: 

• Empower students to take responsibility for and manage their own learning. 
• Enable students to learn to assess and give others constructive feedback to develop lifelong assessment skills. 
• Enhance students' learning through knowledge diffusion and exchange of ideas. 
• Motivate students to engage with course material more deeply. 

Considerations for using peer assessment 

• Let students know the rationale for doing peer review. Explain the expectations and benefits of engaging in a peer review process. 
• Consider having students evaluate anonymous assignments for more objective feedback. 
• Be prepared to give feedback on students’ feedback to each other. Display some examples of feedback of varying quality and discuss which kind of feedback is useful and why. 
• Give clear directions and time limits for in-class peer review sessions and set defined deadlines for out-of-class peer review assignments. 
• Listen to group feedback discussions and provide guidance and input when necessary. 
• Student familiarity and ownership of criteria tend to enhance peer assessment validity, so involve students in a discussion of the criteria used. Consider involving students in developing an assessment rubric. 

Getting started with peer assessment 

• Identify assignments or activities for which students might benefit from peer feedback. 
• Consider breaking a larger assignment into smaller pieces and incorporating peer assessment opportunities at each stage. For example, assignment outline, first draft, second draft, etc. 
• Design guidelines or   rubrics   with clearly defined tasks for the reviewer. 
• Introduce rubrics through learning exercises to ensure students have the ability to apply the rubric effectively. 
• Determine whether peer review activities will be conducted as in-class or out-of-class assignments. For out-of-class assignments, peer assessments can be facilitated through Canvas using tools such as FeedbackFruits peer review and group member evaluation , Canvas peer review assignment , or Turnitin . See the Comparison of peer evaluation tools to learn more and/or set up a consultation by contacting CTI ." 
• Help students learn to carry out peer assessment by modeling appropriate, constructive criticism and descriptive feedback through your own comments on student work and well-constructed rubrics. 
• Incorporate small feedback groups where written comments on assignments can be explained and discussed with the receiver. 

Colorado State University

College of natural sciences, peer review of writing assignments.

February 12, 2021

Good morning CNS Instructors,

I am ready for spring.  It is cold out there. For this week’s teaching tip, I looked up some articles addressing  peer review of other students’ work  requested by Nancy Levinger, Chemistry.  Peer review improves learning gains and can allow employment of writing and other types of assignments without overburdening the instructor.  I have interest in this topic for senior thesis and writing-to-learn assignments in my cell biology course.  I have provided links to several articles below:

Peer Review & Collaboration

https://teaching.berkeley.edu/peer-review-collaboration

While these are key to any writing process, and any writing class, our students often see them in very different ways than we do.  We strongly suggest Nancy Sommers’ “Revision Strategies of Student Writers and Experienced Adult Writers” (College Composition and Communication, Vol. 31, No. 4 (Dec 1980). It provides excellent insights into how students at first approach these tasks.  Some instructors assign it to their students to read and discuss in class. We include in this same section material on peer editing, which many of us consider an essential part of teaching writing.

• Drafts, Edits, Revisions(link is external)  from the “GSI Teaching Guide”
• Writing Workshops in Class(link is external)  from  teaching.berkeley.edu
• 11 Ways to Teach Peer Writing and Response(link is external)(link is external) , from Tomorrow’s Professor
• Peer Editing(link is external)(link is external)  from the Colby College Writers’ Center “Shitty First Drafts,” from Bird by Bird, by Anne Lamott
• Peer Reviews(link is external)(link is external) , from the University of Wisconsin, Madison, Writing Center

Save Time, Add Value with these Teaching Time Savers  by   Richard Freishtat, PhD

https://teaching.berkeley.edu/news/save-time-add-value-these-teaching-time-savers

As a new semester approaches and demands on your time grow exponentially as classes commence, it’s important to exert some sense of control over the chaos that ensues. The best way to do that is to utilize teaching time savers – 8 of which are highlighted here – that may not just save some time but add value to teaching and learning as well. Work smarter, not necessarily longer…

Frame Your Feedback: Making Peer Review Work in Class by Christina Moore

https://www.facultyfocus.com/articles/teaching-and-learning/frame-feedback-making-peer-review-work-class/

We often hear that peer review is an excellent opportunity for reciprocal student learning. In theory, this makes sense. Since an instructor can only dedicate a certain amount of attention to each student, peer review allows students to receive more feedback and engage more frequently in the content they are learning. Research shows this benefits both the students who receive and provide feedback.

Preparing Students for Peer Review Instruct students to include a brief memo of guidance with the work they would like others to review. The memo includes two components: a context paragraph and a list of questions.

• Give feedback based on the memo.  Instruct student reviewers to direct their feedback to the memo’s points and then address two or three additional areas. The additional feedback allows reviewers to attend to areas of necessary revision that the student did not include in their memo. It also allows reviewers to express their questions and interests as peers.
• Provide clear actions and suggestions.  Rather than simply stating “At some points, the flow doesn’t quite work. Look into this more carefully,” reviewers should identify examples and provide suggestions for how to revise these examples. This works as a form of peer teaching, a powerful learning strategy for the reviewer.

Moore also provides recommendations for revitalizing an existing peer review process.

Finding the Instructional Value in Peer Review Discussion Boards by Priscilla Hobbs and Evan Kropp

https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/finding-the-instructional-value-in-peer-review-discussion-boards/

In their article on the effect of instructor participation in online discussion boards, Margaret Mazzolini and Sarah Maddison (2003) asked if, “online instructors [should] be encouraged to take a prominent ‘sage on the stage’ role, a more constructivist ‘guide on the side’ role, or an ultra-low profile as ‘the ghost in the wings’” when they are facilitating asynchronous discussion boards. Fifteen years later, we are still debating this same question.

Explain the value of the activity:  Instructors should not assume that students see the value or understand the purpose of peer review activities.

Show students how to participate : Instructors should not assume that students already know how to effectively participate in peer review activities.

Keep students on track:  Instructors should take an active role by monitoring and reviewing student participation.

Ensure students know what to do with the feedback they receive:  Although the peer review activity itself has benefits (critical thinking, improving interpersonal skills, collaboration, etc.), students will have decisions to make regarding the feedback they receive.

Establishing a Writing Community in the College Classroom by Cassandra O’Sullivan Sachar

https://www.facultyfocus.com/articles/teaching-and-learning/establishing-a-writing-community-in-the-college-classroom/

Students’ beliefs in whether or not they can write may predict whether or not they will write.

When students enter with such negativity, is there any hope for creating a writing community in the college classroom? Can they trust the instructor and each other to provide a supportive environment as they learn to improve an area of perceived weakness? Absolutely. While I won’t invite parents or hand out stickers and cookies, I follow several practices that encourage my students as writers. Here are four ways to establish a writing community within the college classroom.

Informal Writing Assignments: Promoting Learning Through Writing by Maryellen Weimer

https://www.facultyfocus.com/articles/effective-teaching-strategies/informal-writing-assignments-promoting-learning-through-writing/

The Writing Across the Curriculum movement has successfully introduced faculty across disciplines to a variety of writing, including very informal writing that faculty do not necessarily read or grade. The advocacy for this kind of informal writing rests on the old premise that practice makes perfect—that as long as students are writing something, their writing will likely improve.

But informal writing garners benefits beyond this accidental improvement of writing skills. Writing promotes thinking—it clarifies ideas, generates reasons, and crystallizes arguments. A faculty team of sociologists decided to try to maximize that writing-thinking connection, saying, “To ensure that our students learn to write, we must do more than assign it; we must teach it with explicit purpose.” (p. 180). They wanted more than the accidental benefits derived whenever students are writing. Specifically, they aspired to create prompts for their students’ informal writing that would (1) make their expectations for students clearer and more specific; (2) be more useful and accurate; and (3) result in more thoughtful and effective analysis and arguments in other work students submitted.

Peer review on the Stanford Teaching Commons

https://teachingcommons.stanford.edu/news/peer-review

Student-to-student communication is harder online, and peer review might be a way to have students get to know each other. Some tips:

  Write out clear and specific instructions about the expectations for peer review. This means specifying the qualities of writing that students may want to look for in each other’s work. Distributing guiding questions or a worksheet that students can fill out as they review their peer’s work can be a valuable supplement to guide students’ virtual reading.

  If you are  introducing peer review synchronously  (via Zoom or another teleconferencing platform) and having students work in real time in Google Docs, consider:

·        Engaging the students in a chat-based or video-based conversation about their expectations for peer review

·        Have students use the chat box feature to share ideas about what makes for effective peer review

·        Use a polling tool, like  Poll Everywhere  or  Google Forms , to collect ideas about students’ impressions of and expectations for peer review

  If you are introducing  peer review asynchronously , consider:

·        Opening up a discussion forum with a prompt that invites students to share their past experiences with peer review. What worked? What didn’t? What are their goals this time? Aggregate student responses to create a document that outlines the class expectations and understandings of effective peer review experiences.

·        Ask students to include questions for their peer reviewers at the top of their document so that their reviewers can have a sense of what the author would like them to focus on.

  Include links to technical documentation and support so that students can troubleshoot if they are not able to access peers’ documents.

·        How to share documents within Google Drive.

How to review documents within the Canvas Peer Review tool.

Supporting Student Mental Health and Well-Being

Gwen Gorzelsky, Ph.D. Executive Director, The Institute for Learning and Teaching (TILT) ask me to share this with you: In this time of increasing stress, and multiple challenges, faculty and staff are asking about ways to support student mental health and well-being.  Here are several ways to you can help:

·        Explore  CSU’s Well-Being in Academic Environments Tool Kit , a web-based resource with easy to implement strategies for fostering well-being, while creating effective learning environments. Pick a few strategies you could integrate in your classroom or other academic settings.  The tool kit is a collaboration between CSU Health Network and university partners.  It is based on a successful initiative from the University of Texas Austin.

·         Consider including a reference to student mental health and well-being support resources on your syllabi using this standardized language:

“CSU is a community that cares. You are not alone. CSU Health Network Counseling Services has trained professionals who can help. Your student fees provide access to a wide range of support services. Call Counseling Services at (970) 491-6053, and they will work together with you to find out which services are right for you. Visit  https://health.colostate.edu/about-counseling-services  to learn more and  https://health.colostate.edu/mental-health-resources/  for additional student mental health and well-being resources. If you are concerned about a friend or peer, use Tell Someone by calling (970) 491-1350 or visiting  https://supportandsafety.colostate.edu/tell-someone/  to share your concerns with a professional who can discreetly connect the distressed individual with the proper resources. Rams Take Care of Rams. Reach out and ask for help if you or someone you know   if having   a difficult time.”

·        Become familiar with the student mental health and well-being support resources provided by the CSU Health Network designed to help students learn how to improve mental health, manage stress and minimize anxiety.  Promote in your circles and keep handy to refer, as situations and opportunities arise:  https://health.colostate.edu/mental-health-resources/

Have a great Valentines Day!

Cheers,  Paul

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70 Peer Review Examples: Powerful Phrases You Can Use

• October 30, 2023

The blog is tailored for HR professionals looking to set up and improve peer review feedback within their organization. Share the article with your employees as a guide to help them understand how to craft insightful peer review feedback.

Peer review is a critical part of personal development, allowing colleagues to learn from each other and excel at their job. Crafting meaningful and impactful feedback for peers is an art. It’s not just about highlighting strengths and weaknesses; it’s about doing so in a way that motivates others. 

In this blog post, we will explore some of the most common phrases you can use to give peer feedback. Whether you’re looking for a comment on a job well done, offer constructive criticism , or provide balanced and fair feedback, these peer review examples will help you communicate your feedback with clarity and empathy.

Peer review feedback is the practice of colleagues and co-workers assessing and providing meaningful feedback on each other’s performance. It is a valuable instrument that helps organizations foster professional development, teamwork, and continuous improvement.

Peoplebox lets you conduct effective peer reviews within minutes. You can customize feedback, use tailored surveys, and seamlessly integrate it with your collaboration tools. It’s a game-changer for boosting development and collaboration in your team.

Why are Peer Reviews Important?

Here are some compelling reasons why peer review feedback is so vital:

Broader Perspective: Peer feedback offers a well-rounded view of an employee’s performance. Colleagues witness their day-to-day efforts and interactions, providing a more comprehensive evaluation compared to just a supervisor’s perspective.

Skill Enhancement: It serves as a catalyst for skill enhancement. Constructive feedback from peers highlights areas of improvement and offers opportunities for skill development.

Encourages Accountability: Peer review fosters a culture of accountability . Knowing that one’s work is subject to review by peers can motivate individuals to perform at their best consistently.

Team Cohesion: It strengthens team cohesion by promoting open communication. and constructive communication. Teams that actively engage in peer feedback often develop a stronger sense of unity and shared purpose.

Fair and Unbiased Assessment: By involving colleagues, peer review helps ensure a fair and unbiased assessment. It mitigates the potential for supervisor bias and personal favoritism in performance evaluations .

Identifying Blind Spots: Peers can identify blind spots that supervisors may overlook. This means addressing issues at an early stage, preventing them from escalating.

Motivation and Recognition: Positive peer feedback can motivate employees and offer well-deserved recognition for their efforts. Acknowledgment from colleagues can be equally, if not more, rewarding than praise from higher-ups.

Now, let us look at the best practices for giving peer feedback in order to leverage its benefits effectively.

30 Positive Peer Feedback Examples

Now that we’ve established the importance of peer review feedback, the next step is understanding how to use powerful phrases to make the most of this evaluation process.  In this section, we’ll equip you with various examples of phrases to use during peer reviews, making the journey more confident and effective for you and your team .

Must Read: 60+ Self-Evaluation Examples That Can Make You Shine

Peer Review Example on Work Quality

When it comes to recognizing excellence, quality work is often the first on the list. Here are some peer review examples highlighting the work quality:

• “Kudos to Sarah for consistently delivering high-quality reports that never fail to impress both clients and colleagues. Her meticulous attention to detail and creative problem-solving truly set the bar high.”
• “John’s attention to detail and unwavering commitment to excellence make his work a gold standard for the entire team. His consistently high-quality contributions ensure our projects shine.”
• “Alexandra’s dedication to maintaining the project’s quality standards sets a commendable benchmark for the entire department. Her willingness to go the extra mile is a testament to her work ethic and quality focus.”
• “Patrick’s dedication to producing error-free code is a testament to his commitment to work quality. His precise coding and knack for bug spotting make his work truly outstanding.”

Peer Review Examples on Competency and Job-Related Skills

Competency and job-related skills set the stage for excellence. Here’s how you can write a peer review highlighting this particular skill set:

• “Michael’s extensive knowledge and problem-solving skills have been instrumental in overcoming some of our most challenging technical hurdles. His ability to analyze complex issues and find creative solutions is remarkable. Great job, Michael!”
• “Emily’s ability to quickly grasp complex concepts and apply them to her work is truly commendable. Her knack for simplifying the intricate is a gift that benefits our entire team.”
• “Daniel’s expertise in data analysis has significantly improved the efficiency of our decision-making processes. His ability to turn data into actionable insights is an invaluable asset to the team.”
• “Sophie’s proficiency in graphic design has consistently elevated the visual appeal of our projects. Her creative skills and artistic touch add a unique, compelling dimension to our work.”

Peer Review Sample on Leadership Skills

Leadership ability extends beyond a mere title; it’s a living embodiment of vision and guidance, as seen through these exceptional examples:

• “Under Lisa’s leadership, our team’s morale and productivity have soared, a testament to her exceptional leadership skills and hard work. Her ability to inspire, guide, and unite the team in the right direction is truly outstanding.”
• “James’s ability to inspire and lead by example makes him a role model for anyone aspiring to be a great leader. His approachability and strong sense of ethics create an ideal leadership model.”
• “Rebecca’s effective delegation and strategic vision have been the driving force behind our project’s success. Her ability to set clear objectives, give valuable feedback, and empower team members is truly commendable.”
• “Victoria’s leadership style fosters an environment of trust and innovation, enabling our team to flourish in a great way. Her encouragement of creativity and openness to diverse ideas is truly inspiring.”

Feedback on Teamwork and Collaboration Skills

Teamwork is where individual brilliance becomes collective success. Here are some peer review examples highlighting teamwork:

• “Mark’s ability to foster a collaborative environment is infectious; his team-building skills unite us all. His open-mindedness and willingness to listen to new ideas create a harmonious workspace.”
• “Charles’s commitment to teamwork has a ripple effect on the entire department, promoting cooperation and synergy. His ability to bring out the best in the rest of the team is truly remarkable.”
• “David’s talent for bringing diverse perspectives together enhances the creativity and effectiveness of our group projects. His ability to unite us under a common goal fosters a sense of belonging.”

Peer Review Examples on Professionalism and Work Ethics

Professionalism and ethical conduct define a thriving work culture. Here’s how you can write a peer review highlighting work ethics in performance reviews :

• “Rachel’s unwavering commitment to deadlines and ethical work practices is a model for us all. Her dedication to punctuality and ethics contributes to a culture of accountability.”
• “Timothy consistently exhibits the highest level of professionalism, ensuring our clients receive impeccable service. His courtesy and reliability set a standard of excellence.”
• “Daniel’s punctuality and commitment to deadlines set a standard of professionalism we should all aspire to. His sense of responsibility is an example to us all.”
• “Olivia’s unwavering dedication to ethical business practices makes her a trustworthy and reliable colleague. Her ethical principles create an atmosphere of trust and respect within our team, leading to a more positive work environment.”

Feedback on Mentoring and Support

Mentoring and support pave the way for future success. Check out these peer review examples focusing on mentoring:

• “Ben’s dedication to mentoring new team members is commendable; his guidance is invaluable to our junior colleagues. His approachability and patience create an environment where learning flourishes.”
• “David’s mentorship has been pivotal in nurturing the talents of several team members beyond his direct report, fostering a culture of continuous improvement. His ability to transfer knowledge is truly outstanding.”
• “Laura’s patient mentorship and continuous support for her colleagues have helped elevate our team’s performance. Her constructive feedback and guidance have made a remarkable difference.”
• “William’s dedication to knowledge sharing and mentoring is a driving force behind our team’s constant learning and growth. His commitment to others’ development is inspiring.”

Peer Review Examples on Communication Skills

Effective communication is the linchpin of harmonious collaboration. Here are some peer review examples to highlight your peer’s communication skills:

• “Grace’s exceptional communication skills ensure clarity and cohesion in our team’s objectives. Her ability to articulate complex ideas in a straightforward manner is invaluable.”
• “Oliver’s ability to convey complex ideas with simplicity greatly enhances our project’s success. His effective communication style fosters a productive exchange of ideas.”
• “Aiden’s proficiency in cross-team communication ensures that our projects move forward efficiently. His ability to bridge gaps in understanding is truly commendable.”

Peer Review Examples on Time Management and Productivity

Time management and productivity are the engines that drive accomplishments. Here are some peer review examples highlighting time management:

• “Ella’s time management is nothing short of exemplary; it sets a benchmark for us all. Her efficient task organization keeps our projects on track.”
• “Robert’s ability to meet deadlines and manage time efficiently significantly contributes to our team’s overall productivity. His time management skills are truly remarkable.”
• “Sophie’s time management skills are a cornerstone of her impressive productivity, inspiring us all to be more efficient. Her ability to juggle multiple tasks is impressive.”
• “Liam’s time management skills are key to his consistently high productivity levels. His ability to organize work efficiently is an example for all of us to follow.”

Though these positive feedback examples are valuable, it’s important to recognize that there will be instances when your team needs to convey constructive or negative feedback. In the upcoming section, we’ll present 40 examples of constructive peer review feedback. Keep reading!

40 Constructive Peer Review Feedback

Receiving peer review feedback, whether positive or negative, presents a valuable chance for personal and professional development. Let’s explore some examples your team can employ to provide constructive feedback , even in situations where criticism is necessary, with a focus on maintaining a supportive and growth-oriented atmosphere.

Constructive Peer Review Feedback on Work Quality

• “I appreciate John’s meticulous attention to detail, which enhances our projects. However, I noticed a few minor typos in his recent report. To maintain an impeccable standard, I’d suggest dedicating more effort to proofreading.”
• “Sarah’s research is comprehensive, and her insights are invaluable. Nevertheless, for the sake of clarity and brevity, I recommend distilling her conclusions to their most essential points.”
• “Michael’s coding skills are robust, but for the sake of team collaboration, I’d suggest that he provides more detailed comments within the code to enhance readability and consistency.”
• “Emma’s creative design concepts are inspiring, yet consistency in her chosen color schemes across projects could further bolster brand recognition.”
• “David’s analytical skills are thorough and robust, but it might be beneficial to present data in a more reader-friendly format to enhance overall comprehension.”
• “I’ve observed Megan’s solid technical skills, which are highly proficient. To further her growth, I recommend taking on more challenging projects to expand her expertise.”
• “Robert’s industry knowledge is extensive and impressive. To become a more well-rounded professional, I’d suggest he focuses on honing his client relationship and communication skills.”
• “Alice’s project management abilities are impressive, and she’s demonstrated an aptitude for handling complexity. I’d recommend she refines her risk assessment skills to excel further in mitigating potential issues.”
• “Daniel’s presentation skills are excellent, and his reports are consistently informative. Nevertheless, there is room for improvement in terms of interpreting data and distilling it into actionable insights.”
• “Laura’s sales techniques are effective, and she consistently meets her targets. I encourage her to invest time in honing her negotiation skills for even greater success in securing deals and partnerships.”

Peer Review Examples on Leadership Skills

• “I’ve noticed James’s commendable decision-making skills. However, to foster a more inclusive and collaborative environment, I’d suggest he be more open to input from team members during the decision-making process.”
• “Sophia’s delegation is efficient, and her team trusts her leadership. To further inspire the team, I’d suggest she share credit more generously and acknowledge the collective effort.”
• “Nathan’s vision and strategic thinking are clear and commendable. Enhancing his conflict resolution skills is suggested to promote a harmonious work environment and maintain team focus.”
• “Olivia’s accountability is much appreciated. I’d encourage her to strengthen her mentoring approach to develop the team’s potential even further and secure a strong professional legacy.”
• “Ethan’s adaptability is an asset that brings agility to the team. Cultivating a more motivational leadership style is recommended to uplift team morale and foster a dynamic work environment.”

Peer Review Examples on Teamwork and Collaboration

• “Ava’s collaboration is essential to the team’s success. She should consider engaging more actively in group discussions to contribute her valuable insights.”
• “Liam’s teamwork is exemplary, but he could motivate peers further by sharing credit more openly and recognizing their contributions.”
• “Chloe’s flexibility in teamwork is invaluable. To become an even more effective team player, she might invest in honing her active listening skills.”
• “William’s contributions to group projects are consistently valuable. To maximize his impact, I suggest participating in inter-departmental collaborations and fostering cross-functional teamwork.”
• “Zoe’s conflict resolution abilities create a harmonious work environment. Expanding her ability to mediate conflicts and find mutually beneficial solutions is advised to enhance team cohesion.”
• “Noah’s punctuality is an asset to the team. To maintain professionalism consistently, he should adhere to deadlines with unwavering dedication, setting a model example for peers.”
• “Grace’s integrity and ethical standards are admirable. To enhance professionalism further, I’d recommend that she maintain a higher level of discretion in discussing sensitive matters.”
• “Logan’s work ethics are strong, and his commitment is evident. Striving for better communication with colleagues regarding project updates is suggested, ensuring everyone remains well-informed.”
• “Sophie’s reliability is appreciated. Maintaining a high level of attention to confidentiality when handling sensitive information would enhance her professionalism.”
• “Jackson’s organizational skills are top-notch. Upholding professionalism by maintaining a tidy and organized workspace is recommended.”

Peer Review Feedback Examples on Mentoring and Support

• “Aiden provides invaluable mentoring to junior team members. He should consider investing even more time in offering guidance and support to help them navigate their professional journeys effectively.”
• “Harper’s commendable support to peers is noteworthy. She should develop coaching skills to maximize their growth, ensuring their development matches their potential.”
• “Samuel’s patience in teaching is a valuable asset. He should tailor support to individual learning styles to enhance their understanding and retention of key concepts.”
• “Ella’s mentorship plays a pivotal role in the growth of colleagues. She should expand her role in offering guidance for long-term career development, helping them set and achieve their professional goals.”
• “Benjamin’s exceptional helpfulness fosters a more supportive atmosphere where everyone can thrive. He should encourage team members to seek assistance when needed.”
• “Mia’s communication skills are clear and effective. To cater to different audience types, she should use more varied communication channels to convey her message more comprehensively.”
• “Lucas’s ability to articulate ideas is commendable, and his verbal communication is strong. He should polish non-verbal communication to ensure that his body language aligns with his spoken message.”
• “Evelyn’s appreciated active listening skills create strong relationships with colleagues. She should foster stronger negotiation skills for client interactions, ensuring both parties are satisfied with the outcomes.”
• “Jack’s presentation skills are excellent. He should elevate written communication to match the quality of verbal presentations, offering more comprehensive and well-structured documentation.”
• “Avery’s clarity in explaining complex concepts is valued by colleagues. She should develop persuasive communication skills to enhance her ability to secure project proposals and buy-in from stakeholders.”

Feedback on Time Management and Productivity

• “Isabella’s efficient time management skills contribute to the team’s success. She should explore time-tracking tools to further optimize her workflow and maximize her efficiency.”
• “Henry’s remarkable productivity sets a high standard. He should maintain a balanced approach to tasks to prevent burnout and ensure sustainable long-term performance.”
• “Luna’s impressive task prioritization and strategic time allocation should be fine-tuned with goal-setting techniques to ensure consistent productivity aligned with objectives.”
• “Leo’s great deadline adherence is commendable. He should incorporate short breaks into the schedule to enhance productivity and focus, allowing for the consistent meeting of high standards.”
• “Mila’s multitasking abilities are a valuable skill. She should strive to implement regular time-blocking sessions into the daily routine to further enhance time management capabilities.”

Do’s and Don’t of Peer Review Feedback

Peer review feedback can be extremely helpful for intellectual growth and professional development. Engaging in this process with thoughtfulness and precision can have a profound impact on both the reviewer and the individual seeking feedback.

However, there are certain do’s and don’ts that must be observed to ensure that the feedback is not only constructive but also conducive to a positive and productive learning environment.

The Do’s of Peer Review Feedback:

Empathize and Relate : Put yourself in the shoes of the person receiving the feedback. Recognize the effort and intention behind their work, and frame your comments with sensitivity.

Ground Feedback in Data : Base your feedback on concrete evidence and specific examples from the work being reviewed. This not only adds credibility to your comments but also helps the recipient understand precisely where improvements are needed.

Clear and Concise Writing : Express your thoughts in a clear and straightforward manner. Avoid jargon or ambiguous language that may lead to misinterpretation.

Offer Constructive Criticism : Focus on providing feedback that can guide improvement. Instead of simply pointing out flaws, suggest potential solutions or alternatives.

Highlight Strength s: Acknowledge and commend the strengths in the work. Recognizing what’s done well can motivate the individual to build on their existing skills.

The Don’ts of Peer Review Feedback:

Avoid Ambiguity : Vague or overly general comments such as “It’s not good” do not provide actionable guidance. Be specific in your observations.

Refrain from Personal Attacks : Avoid making the feedback personal or overly critical. Concentrate on the work and its improvement, not on the individual.

Steer Clear of Subjective Opinions : Base your feedback on objective criteria and avoid opinions that may not be universally applicable.

Resist Overloading with Suggestions : While offering suggestions for improvement is important, overwhelming the recipient with a laundry list of changes can be counterproductive.

Don’t Skip Follow-Up : Once you’ve provided feedback, don’t leave the process incomplete. Follow up and engage in a constructive dialogue to ensure that the feedback is understood and applied effectively.

Remember that the art of giving peer review feedback is a valuable skill, and when done right, it can foster professional growth, foster collaboration, and inspire continuous improvement. This is where performance management software like Peoplebox come into play.

Start Collecting Peer Review Feedback On Peoplebox 

In a world where the continuous improvement of your workforce is paramount, harnessing the potential of peer review feedback is a game-changer. Peoplebox offers a suite of powerful features that revolutionize performance management, simplifying the alignment of people with business goals and driving success. Want to experience it first hand? Take a quick tour of our product.

Through Peoplebox, you can effortlessly establish peer reviews, customizing key aspects such as:

• Allowing the reviewee to select their peers
• Seeking managerial approval for chosen peers to mitigate bias
• Determining the number of peers eligible for review, and more.

And the best part? Peoplebox lets you do all this from right within Slack.

Peer Review Feedback Template That You Can Use Right Away

Still on the fence about using software for performance reviews? Here’s a quick ready-to-use peer review template you can use to kickstart the peer review process.

Download the Free Peer Review Feedback Form here.

If you ever reconsider and are looking for a more streamlined approach to handle 360 feedback, give Peoplebox a shot!

Frequently Asked Questions

Why is peer review feedback important.

Peer review feedback provides a well-rounded view of employee performance, fosters skill enhancement, encourages accountability, strengthens team cohesion, ensures fair assessment, and identifies blind spots early on.

How does peer review feedback benefit employees?

Peer review feedback offers employees valuable insights for growth, helps them identify areas for improvement, provides recognition for their efforts, and fosters a culture of collaboration and continuous learning.

What are some best practices for giving constructive peer feedback?

Best practices include grounding feedback in specific examples, offering both praise and areas for improvement, focusing on actionable suggestions, maintaining professionalism, and ensuring feedback is clear and respectful.

What role does HR software like Peoplebox play in peer review feedback?

HR software like Peoplebox streamlines the peer review process by allowing customizable feedback, integration with collaboration tools like Slack, easy selection of reviewers, and providing templates and tools for effective feedback.

How can HR professionals promote a culture of feedback and openness in their organization?

HR professionals can promote a feedback culture by leading by example, providing training on giving and receiving feedback, recognizing and rewarding constructive feedback, creating safe spaces for communication, and fostering a culture of continuous improvement.

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50 Great Peer Review Examples: Sample Phrases + Scenarios

by Emre Ok March 16, 2024, 10:48 am updated August 8, 2024, 12:19 pm 475 Views

Peer review is a concept that has multiple different applications and definitions. Depending on your field, the definition of peer review can change greatly.

In the workplace, the meaning of peer review or peer feedback is that it is simply the input of a peer or colleague on another peer’s performance, attitude, output, or any other performance metric .

While in the academic world peer review’s definition is the examination of an academic paper by another fellow scholar in the field.

Even in the American legal system , people are judged in front of a jury made up of their peers.

It is clear as day that peer feedback carries a lot of weight and power. The input from someone who has the same experience with you day in and day out is on occasion, more meaningful than the feedback from direct reports or feedback from managers .

So here are 50 peer review examples and sample peer feedback phrases that can help you practice peer-to-peer feedback more effectively!

Table of Contents

Peer Feedback Examples: Offering Peers Constructive Criticism

One of the most difficult types of feedback to offer is constructive criticism. Whether you are a chief people officer or a junior employee, offering someone constructive criticism is a tight rope to walk.

When you are offering constructive criticism to a peer? That difficulty level is doubled. People can take constructive criticism from above or below.

One place where criticism can really sting is when it comes from someone at their level. That is why the peer feedback phrases below can certainly be of help.

Below you will find 10 peer review example phrases that offer constructive feedback to peers:

• “I really appreciate the effort you’ve put into this project, especially your attention to detail in the design phase. I wonder if considering alternative approaches to the user interface might enhance user engagement. Perhaps we could explore some user feedback or current trends in UI design to guide us.”
• “Your presentation had some compelling points, particularly the data analysis section. However, I noticed a few instances where the connection between your arguments wasn’t entirely clear. For example, when transitioning from the market analysis to consumer trends, a clearer linkage could help the audience follow your thought process more effectively.”
• “I see you’ve put a lot of work into developing this marketing strategy, and it shows promise. To address the issue with the target demographic, it might be beneficial to integrate more specific market research data. I can share a few resources on market analysis that could provide some valuable insights for this section.”
• “You’ve done an excellent job balancing different aspects of the project, but I think there’s an opportunity to enhance the overall impact by integrating some feedback we received in the last review. For instance, incorporating more user testimonials could strengthen our case study section.”
• “Your report is well-structured and informative. I would suggest revisiting the conclusions section to ensure that it aligns with the data presented earlier. Perhaps adding a summary of key findings before concluding would reinforce the report’s main takeaways.”
• “In reviewing your work, I’m impressed by your analytical skills. I believe using ‘I’ statements could make your argument even stronger, as it would provide a personal perspective that could resonate more with the audience. For example, saying ‘I observed a notable trend…’ instead of ‘There is a notable trend…’ can add a personal touch.”
• “Your project proposal is thought-provoking and innovative. To enhance it further, have you considered asking reflective questions at the end of each section? This could encourage the reader to engage more deeply with the material, fostering a more interactive and thought-provoking dialogue.”
• “I can see the potential in your approach to solving this issue, and I believe with a bit more refinement, it could be very effective. Maybe a bit more focus on the scalability of the solution could highlight its long-term viability, which would be impressive to stakeholders.”
• “I admire the dedication you’ve shown in tackling this challenging project. If you’re open to it, I would be happy to collaborate on some of the more complex aspects, especially the data analysis. Together, we might uncover some additional insights that could enhance our findings.”
• “Your timely submission of the project draft is commendable. To make your work even more impactful, I suggest incorporating recent feedback we received on related projects. This could provide a fresh perspective and potentially uncover aspects we might not have considered.”

Sample Peer Review Phrases: Positive Reinforcement

Offering positive feedback to peers as opposed to constructive criticism is on the easier side when it comes to the feedback spectrum.

There are still questions that linger however, such as: “ How to offer positive feedback professionally? “

To help answer that question and make your life easier when offering positive reinforcements to peers, here are 10 positive peer review examples! Feel free to take any of the peer feedback phrases below and use them in your workplace in the right context!

• “Your ability to distill complex information into easy-to-understand visuals is exceptional. It greatly enhances the clarity of our reports.”
• “Congratulations on surpassing this quarter’s sales targets. Your dedication and strategic approach are truly commendable.”
• “The innovative solution you proposed for our workflow issue was a game-changer. It’s impressive how you think outside the box.”
• “I really appreciate the effort and enthusiasm you bring to our team meetings. It sets a positive tone that encourages everyone.”
• “Your continuous improvement in client engagement has not gone unnoticed. Your approach to understanding and addressing their needs is exemplary.”
• “I’ve noticed significant growth in your project management skills over the past few months. Your ability to keep things on track and communicate effectively is making a big difference.”
• “Thank you for your proactive approach in the recent project. Your foresight in addressing potential issues was key to our success.”
• “Your positive attitude, even when faced with challenges, is inspiring. It helps the team maintain momentum and focus.”
• “Your detailed feedback in the peer review process was incredibly helpful. It’s clear you put a lot of thought into providing meaningful insights.”
• “The way you facilitated the last workshop was outstanding. Your ability to engage and inspire participants sparked some great ideas.”

Peer Review Examples: Feedback Phrases On Skill Development

Peer review examples on talent development are one of the most necessary forms of feedback in the workplace.

Feedback should always serve a purpose. Highlighting areas where a peer can improve their skills is a great use of peer review.

Peers have a unique perspective into each other’s daily life and aspirations and this can quite easily be used to guide each other to fresh avenues of skill development.

So here are 10 peer sample feedback phrases for peers about developing new skillsets at work:

• “Considering your interest in data analysis, I think you’d benefit greatly from the advanced Excel course we have access to. It could really enhance your data visualization skills.”
• “I’ve noticed your enthusiasm for graphic design. Setting a goal to master a new design tool each quarter could significantly expand your creative toolkit.”
• “Your potential in project management is evident. How about we pair you with a senior project manager for a mentorship? It could be a great way to refine your skills.”
• “I came across an online course on persuasive communication that seems like a perfect fit for you. It could really elevate your presentation skills.”
• “Your technical skills are a strong asset to the team. To take it to the next level, how about leading a workshop to share your knowledge? It could be a great way to develop your leadership skills.”
• “I think you have a knack for writing. Why not take on the challenge of contributing to our monthly newsletter? It would be a great way to hone your writing skills.”
• “Your progress in learning the new software has been impressive. Continuing to build on this momentum will make you a go-to expert in our team.”
• “Given your interest in market research, I’d recommend diving into analytics. Understanding data trends could provide valuable insights for our strategy discussions.”
• “You have a good eye for design. Participating in a collaborative project with our design team could offer a deeper understanding and hands-on experience.”
• “Your ability to resolve customer issues is commendable. Enhancing your conflict resolution skills could make you even more effective in these situations.”

Peer Review Phrase Examples: Goals And Achievements

Equally important as peer review and feedback is peer recognition . Being recognized and appreciated by one’s peers at work is one of the best sentiments someone can experience at work.

Peer feedback when it comes to one’s achievements often comes hand in hand with feedback about goals.

One of the best goal-setting techniques is to attach new goals to employee praise . That is why our next 10 peer review phrase examples are all about goals and achievements.

While these peer feedback examples may not directly align with your situation, customizing them according to context is simple enough!

• “Your goal to increase client engagement has been impactful. Reviewing and aligning these goals quarterly could further enhance our outreach efforts.”
• “Setting a goal to reduce project delivery times has been a great initiative. Breaking this down into smaller milestones could provide clearer pathways to success.”
• “Your aim to improve team collaboration is commendable. Identifying specific collaboration tools and practices could make this goal even more attainable.”
• “I’ve noticed your dedication to personal development. Establishing specific learning goals for each quarter could provide a structured path for your growth.”
• “Celebrating your achievement in enhancing our customer satisfaction ratings is important. Let’s set new targets to maintain this positive trajectory.”
• “Your goal to enhance our brand’s social media presence has yielded great results. Next, we could focus on increasing engagement rates to build deeper connections with our audience.”
• “While striving to increase sales is crucial, ensuring we have measurable and realistic targets will help maintain team morale and focus.”
• “Your efforts to improve internal communication are showing results. Setting specific objectives for team meetings and feedback sessions could further this progress.”
• “Achieving certification in your field was a significant milestone. Now, setting a goal to apply this new knowledge in our projects could maximize its impact.”
• “Your initiative to lead community engagement projects has been inspiring. Let’s set benchmarks to track the positive changes and plan our next steps in community involvement.”

Peer Evaluation Examples: Communication Skills

The last area of peer feedback we will be covering in this post today is peer review examples on communication skills.

Since the simple act of delivering peer review or peer feedback depends heavily on one’s communication skills, it goes without saying that this is a crucial area.

Below you will find 10 sample peer evaluation examples that you can apply to your workplace with ease.

Go over each peer review phrase and select the ones that best reflect the feedback you want to offer to your peers!

• “Your ability to articulate complex ideas in simple terms has been a great asset. Continuously refining this skill can enhance our team’s understanding and collaboration.”
• “The strategies you’ve implemented to improve team collaboration have been effective. Encouraging others to share their methods can foster a more collaborative environment.”
• “Navigating the recent conflict with diplomacy and tact was impressive. Your approach could serve as a model for effective conflict resolution within the team.”
• “Your active listening during meetings is commendable. It not only shows respect for colleagues but also ensures that all viewpoints are considered, enhancing our decision-making process.”
• “Your adaptability in adjusting communication styles to different team members is key to our project’s success. This skill is crucial for maintaining effective collaboration across diverse teams.”
• “The leadership you displayed in coordinating the team project was instrumental in its success. Your ability to align everyone’s efforts towards a common goal is a valuable skill.”
• “Your presentation skills have significantly improved, effectively engaging and informing the team. Continued focus on this area can make your communication even more impactful.”
• “Promoting inclusivity in your communication has positively influenced our team’s dynamics. This approach ensures that everyone feels valued and heard.”
• “Your negotiation skills during the last project were key to reaching a consensus. Developing these skills further can enhance your effectiveness in future discussions.”
• “The feedback culture you’re fostering is creating a more dynamic and responsive team environment. Encouraging continuous feedback can lead to ongoing improvements and innovation.”

Best Way To Offer Peer Feedback: Using Feedback Software!

If you are offering feedback to peers or conducting peer review, you need a performance management tool that lets you digitize, streamline, and structure those processes effectively.

To help you do just that let us show you just how you can use the best performance management software for Microsoft Teams , Teamflect, to deliver feedback to peers!

While this particular example approaches peer review in the form of direct feedback, Teamflect can also help implement peer reviews inside performance appraisals for a complete peer evaluation.

Step 1: Head over to Teamflect’s Feedback Module

While Teamflect users can exchange feedback without leaving Microsoft Teams chat with the help of customizable feedback templates, the feedback module itself serves as a hub for all the feedback given and received.

Once inside the feedback module, all you have to do is click the “New Feedback” button to start giving structured and effective feedback to your peers!

Step 2: Select a feedback template

Teamflect has an extensive library of customizable feedback templates. You can either directly pick a template that best fits the topic on which you would like to deliver feedback to your peer or create a custom feedback template specifically for peer evaluations.

Once you’ve chosen your template, you can start giving feedback right then and there!

Optional: 360-Degree Feedback

Why stop with peer review? Include all stakeholders around the performance cycle into the feedback process with one of the most intuitive 360-degree feedback systems out there.

Request feedback about yourself or about someone else from everyone involved in their performance, including managers, direct reports, peers, and external parties.

Optional: Summarize feedback with AI

If you have more feedback on your hands then you can go through, summarize that feedback with the help of Teamflect’s AI assistant!

What Are The Benefits of Implementing Peer Review Systems?

Peer reviews have plenty of benefits to the individuals delivering the peer review, the ones receiving the peer evaluation, as well as the organization itself. So here are the 5 benefits of implementing peer feedback programs organization-wide.

1. Enhanced Learning and Understanding Peer feedback promotes a deeper engagement with the material or project at hand. When individuals know they will be receiving and providing feedback, they have a brand new incentive to engage more thoroughly with the content.

2. Cultivation of Open Communication and Continuous Improvement Establishing a norm where feedback is regularly exchanged fosters an environment of open communication. People become more accustomed to giving and receiving constructive criticism, reducing defensiveness, and fostering a culture where continuous improvement is the norm.

3. Multiple Perspectives Enhance Quality Peer feedback introduces multiple viewpoints, which can significantly enhance the quality of work. Different perspectives can uncover blind spots, introduce new ideas, and challenge existing ones, leading to more refined and well-rounded outcomes.

4. Encouragement of Personal and Professional Development Feedback from peers can play a crucial role in personal and professional growth. It can highlight areas of strength and identify opportunities for development, guiding individuals toward their full potential.

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Written by emre ok.

Emre is a content writer at Teamflect who aims to share fun and unique insight into the world of performance management.

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