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Assessment for learning – connecting the professional experience of peer review with in-class peer review towards writing transfer
31st May 2017
Scholarly peer review, for academic staff engaged in writing for publication, is a prominent feature of the ‘assessment for learning’ that exists in the portfolio of CPD opportunities for staff. Scholarly peer review is essential for most academic staff and, frequently, it may represent one of their only opportunities to gain feedback on their writing. As part of assessment for learning, peer review can have similar benefits for students. However, staff rarely share their experiences of peer review amongst themselves, or indeed with their students.As noted in the Elon Statement on Writing Transfer (2013), writing transfer ‘is the phenomenon in which new and unfamiliar writing tasks are approached through the application, remixing or integration of previous knowledge, skills, strategies, and dispositions’. As is also remarked, ‘Any social context provides affordances and constraints that impact use of prior knowledge, skills, strategies, and dispositions, and writing transfer successes and challenges cannot be understood outside of learners’ social-cultural spaces’.In this seminar, participants will have the opportunity to explore assessment for learning by examining their experiences of the peer review process and by making connections between these experiences and peer review for their students. As part of this exploration, participants will consider writing transfer and how it is informed by the social intervention of feedback from peers, as part of a writing community. In this manner, participants will be challenged to identify what elements of writing transfer are contributing to their and their students’ writing processes and how might they be augmented.