Abstract
This action research project investigated the implementation of peer review activities within a unit focused on financial planning for the music industry. It involved a Level 4 (L4) group studying BA (Hons) Music Management at Southampton Solent University (SSU). Most students involved in the project spoke positively about the peer review experience, suggesting specific ways in which it improved their understanding of assessment criteria.
But two key student concerns were revealed; a lack of mutual trust within the group, and a fear of critiquing classmates’ work face-to-face. Quantitative and qualitative data were used to inform the research outcomes, suggesting that past papers are an ideal starting point for the introduction of peer review. In addition, full participation in the peer review process resulted in a small overall increase in grade averages.
KEYWORDS: music education, peer review, action research, academic writing, assessment criteria.
But two key student concerns were revealed; a lack of mutual trust within the group, and a fear of critiquing classmates’ work face-to-face. Quantitative and qualitative data were used to inform the research outcomes, suggesting that past papers are an ideal starting point for the introduction of peer review. In addition, full participation in the peer review process resulted in a small overall increase in grade averages.
KEYWORDS: music education, peer review, action research, academic writing, assessment criteria.
| Original language | English |
|---|---|
| Article number | 6 |
| Pages (from-to) | 75-84 |
| Number of pages | 10 |
| Journal | Dialogue: Journal of Learning and Teaching |
| Volume | 2017/18 |
| Publication status | Published - 22 Jun 2018 |