Romanova, Anna (2018) Barriers in the peer review process: overcoming the distress using a critical incidents approach. In: SRHE International Conference on Research into Higher Education. Taylor & Francis.

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Abstract

Peer Review has always been an important part of group work. Group work is often used in HE context as a vehicle for learning how to work, sustain efforts, compromise, negotiate and deliver. Nevertheless group work is a source of distress and thus individual behaviour in a group is of great importance as well as the reaction of that group to an individual. This work reports on the transition between the historical peer-review models towards an authentic peer learning journey that utilises a critical incident method. The method educates students through story telling of past peer interactions (i.e. critical incidents, trivial or detrimental) in order to prepare them for the stressful experience of group work aiming to improve reflective performance, peer acknowledgement and credibility of their experience. In traditional Peer Review paradigms the process would often relegate into a blame or a narcissistic self-praise. This work describes a five factor Peer Review process that benchmarks and maps out the assessment evolution over 4 years in Higher Education practice of students undertaking a Group Business Project activity.

Item Type:	Conference Proceedings
Title of Proceedings:	SRHE International Conference on Research into Higher Education
Additional Information:	SRHE International Conference on Research into Higher Education, 5-7 December 2018, Celtic Manor, Newport, Wales
Uncontrolled Keywords:	peer review, group work, critical incident, narrative, motivation, learning
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science Faculty of Engineering & Science > Designing for Sustainability Research Theme Faculty of Engineering & Science > School of Engineering (ENG)
Related URLs:	Organisation
Last Modified:	14 Jan 2022 09:52
URI:	http://gala.gre.ac.uk/id/eprint/21908

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