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Introduction
Peer review has long been recognized as a valuable tool in education, offering students an opportunity to develop critical thinking, communication, and collaboration skills while engaging deeply with course material. However, effectively incorporating peer review into a course requires intentionality and a strategic approach.
One effective way to design and implement peer review activities is by using a transparent assignment design framework. This approach ensures that students clearly understand the purpose, tasks, and criteria for peer review, making the process more equitable and impactful.
In this article, we’ll explore a roadmap for integrating peer review into your teaching, weaving in the role of transparency to enhance the experience. From reflecting on your goals to identifying practical tools, we’ll cover five key areas to help you make peer review an enriching experience for your students.
1. Reflecting on Intentionality in Peer Review
Incorporating peer review is most impactful when done with a clear purpose. Before introducing it into your course, ask yourself:

What specific skills or outcomes do I want students to achieve through peer review?
How does peer review support my course objectives?

To make your goals explicit to students, use a transparent assignment design framework. That is, clearly communicate:

The purpose of the peer review activity (e.g., to develop critical thinking or improve a draft).
The specific tasks students will perform and t he related resources needed (e.g., providing feedback and rubric needed to evaluate a peer's work.
The criteria for which their peer review asignment will be graded.

This intentionality and transparency ensure that peer review isn’t just an add-on but an integral part of the learning process.
2. Skills Students Develop Through Peer Review
Peer review offers students a unique opportunity to develop a range of skills that are crucial both academically and professionally:

Critical Thinking: Analyzing peers’ work encourages students to evaluate ideas, apply concepts, and synthesize information.
Communication: Providing constructive feedback helps students articulate their thoughts clearly and diplomatically.
Collaboration: Peer review fosters a sense of community and helps students learn to work effectively with others.
Metacognition: By reviewing others’ work, students reflect on their own learning, recognizing strengths and areas for improvement.

Transparency can further enhance these benefits. For example, providing explicit criteria for feedback helps students focus on specific aspects of their peers’ work, reducing anxiety and promoting constructive critiques.
3. Considering a Peer Review-Focused Course Objective
A course-level learning objective focused on peer review can make its purpose and value explicit to students. For example:

"Provide constructive feedback on a peer’s work, focusing on both strengths and areas for improvement"
"Review a peer’s design proposal for adherence to engineering standards."
"Analyze a peer’s speech draft for clarity, persuasion, and audience engagement."

Transparent assignment design can support this goal by helping students understand how peer review aligns with their broader learning outcomes. This clarity ensures that students see peer review not just as a task but as a meaningful opportunity for growth.
4. Best Practices for Applying Peer Review as an Assessment Strategy
Successfully integrating peer review into your course involves thoughtful planning and execution. Here are some best practices:

Set Clear Expectations: Use the transparent assignment design framework to outline the purpose, tasks, and criteria for peer review.
Train Students: Dedicate some time in-class or offer an asynchronous pre-recorded lecture with resources on how to give constructive and respectful feedback. (e.g., see tips on providing helpful feedback)
Incorporate Reflection: Encourage students to reflect on the feedback they receive and how they can apply it.
Balance Workload: Use peer review for formative purposes (e.g., drafts) as well as summative assessments to avoid overwhelming students.
Monitor the Process: Be available to mediate or guide discussions if necessary, ensuring feedback remains constructive.

Transparency ensures that students understand the "why" and "how" of peer review, reducing confusion and increasing their investment in the process.
5. Tools and Resources for Faciliating Peer Review
Technology can make implementing peer review more efficient and scalable. Some tools to consider:

Learning Management Systems (LMS): While D2L does not offer a native Peer Review feature there are ways of setting up a D2L course so that it can handle Peer Reviews. 
Internal Tools that offer Peer Review functionality: EliReview and Perusall. 
External Dedicated Peer Review Tools: Tools such as Kritik or FeedbackFruits provide specialized features for peer assessments.

Using the transparent assignment design framework, you can integrate these tools effectively by providing clear instructions and rubrics. Additionally, many institutions provide support through teaching and learning centers, offering templates and guides to help you design peer review assignments.
Conclusion
Integrating peer review into your course can transform the learning experience, fostering critical skills and deeper engagement among students. By reflecting on your goals, aligning peer review with course objectives, following best practices, and leveraging transparency, you can create a meaningful and efficient process.
Transparent assignment design enhances every step of this process, making expectations clear and accessible to all students. This not only supports equity but also empowers students to fully engage with peer review as a valuable learning activity.
Have you used peer review in your course? Share your experiences and insights in the comments! If you’re new to peer review, consider trying a small activity in your next course and building from there. For additional support, reach out to the Center for Teaching & Learning Innovation!

Resources:

Transparent Assignment Design, Transparent Grading
Generic Peer Review Assignment Examples
46 Peer Review-Related Learning Objectives

Have you ever wondered why some students engage deeply with a concept while others struggle? Or why a strategy that worked wonders in one class doesn’t seem to resonate with another? If so, you’re already on the path to engaging in the Scholarship of Teaching and Learning (SoTL). At its core, SoTL is about embracing the tinkerer's mindset—approaching your teaching with curiosity, a willingness to experiment, and the drive to make a difference in student learning.
SoTL transforms the everyday tweaks we make as educators into intentional, research-based inquiries. It’s a way to take the questions you already have about your classroom and turn them into powerful insights that can enhance your teaching and your students’ success.
What Is SoTL?
The Scholarship of Teaching and Learning is a research-based approach to improving education. But it’s not just about conducting studies—it’s about actively engaging with your students’ learning processes to make data-informed decisions. SoTL is guided by five key principles:

Inquiry and Curiosity: Start with a question about your teaching or your students’ learning.
Systematic Investigation: Use evidence-based methods to explore that question.
Reflection: Analyze your findings to identify what’s working—and why.
Iterative Improvement: Keep refining your strategies based on what you learn.
Transparency and Sharing: Share your insights with others to contribute to the larger teaching community.

Think of it as bringing the mindset of a scientist into the classroom: What if? Why not? How can I do this better?
Your SoTL Journey in 5 Steps
Engaging in SoTL is a manageable, step-by-step process:

Identify the Research Question- Start with a specific challenge or curiosity. For example, “How does active learning influence student participation in large lecture courses?”
Design the Study- Plan your approach. Will you use surveys? Observations? Focus groups? Ensure your study aligns with your goals and ethical guidelines.
Collect Data- Gather evidence systematically. This could include student reflections, test scores, or LMS analytics.
Analyze the Data and Draw Conclusions- Look for patterns or trends. What do the results tell you about your teaching and your students’ learning?
Disseminate Results- Share your findings with colleagues, present at conferences, or publish in a SoTL journal. Your insights could inspire other educators to try new approaches in their classrooms.

How CTLI Supports Your SoTL Work
You don’t have to go it alone—MSU’s Center for Teaching and Learning Innovation (CTLI) is here to support you at every step of your SoTL journey. Here’s how:

Brainstorm and Design: Not sure where to start? Our consultations can help you refine your research question, choose methods, and plan your study.
Tools and Data: We’ll show you how to leverage psychometric methods and LMS data through tools like D2L Insights or integrate other technologies into your research.
Funding Opportunities: Apply for Catalyst Innovation Funding to bring your project to life.
Workshops and Training: Attend our sessions to build your skills in qualitative and quantitative research methods, ethical considerations, and more.
Share Your Work: Present your findings at CTLI’s Spring TALKS Conference or get advice on submitting to SoTL journals.

Whatever stage you’re at, CTLI is your partner in turning teaching questions into actionable, evidence-based answers.
Small Steps, Big Impact
You don’t need to overhaul your entire course to get started with SoTL. Begin with a single question, a small change, or a simple data collection strategy. Each step you take adds to your understanding of what works in your classroom—and why. Over time, these small steps can lead to big impacts on your teaching, your students, and your professional growth.
So, dare to tinker. Your curiosity could be the spark that transforms not only your classroom but the larger community of educators. Ready to take that first step? CTLI is here to support you every step of the way. Let’s turn your ideas into action!
Upcoming SoTL Workshops:
Introduction to SoTL (Part 1)SoTL Qualitative Methods (Part 2a)SoTL Quantitative Methods (Part 2b)SoTL Advanced Methods (Part 3)Course Analytics & D2L Insights
Register for CTLI Workshops

Resources:
1. CTLI-Specific Resources

Past Workshop Slides: SoTL Introduction (CTLI), SoTL (EDLI)
CTLI Workshops and Training: Events Calendar, Request a Workshop
Catalyst Innovation Funding: Details on how to apply.
Spring TALKS Conference: Call for Proposals coming soon. Check website.
CTLI Consultation Services

2. SoTL Guides and Handbooks

Books:

Engaging in the Scholarship of Teaching and Learning: A Guide to the Process, and How to Develop a Project from Start to Finish by Bishop-Clark and Dietz-Uhler.
The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact by Hutchings, Huber, and Ciccone.

Online Guides:

ISSOTL’s (International Society for the Scholarship of Teaching and Learning)
University of Georgia: Getting started with SoTLVanderbilt: Doing SoTL
Notre Dame: SoTL Overview
University of Minnesota: A Guide to theScholarship of Teaching & Learning


3. SoTL Communities and Networks

Professional Organizations:

International Society for the Scholarship of Teaching and Learning (ISSOTL).

MSU is asking educators to participate in the EDUCAUSE 2024 Faculty Survey.
Members of MSU faculty who participate will help the university learn about teaching experiences across different instructional modalities in higher education.
Please complete the survey here . 
This web-based survey should take less than 15 minutes to complete, and responses are completely anonymous and confidential. The survey will be open until September 30, 2024.
By partnering with EDUCAUSE and peer institutions, this survey will help MSU understand the technology needed to support teaching, learning, and student success.
EDUCAUSE is a nonprofit association whose mission is to advance higher education using information technology. They equip the community with the knowledge, resources, and community-building opportunities needed to help shape strategic IT decisions at every level in higher education.
 
Your participation is appreciated and will help guide the university as we improve the technological environment for Spartans, and peers, for years to come.

Overview:
Peer grading involves students assessing each other's work based on predefined criteria. This practice promotes active learning, collaboration, and responsibility, aligning with a student-centered approach.
Key Aspects:

Student Involvement: Students engage deeply with the material and grading criteria by evaluating their peers' work.
Feedback Exchange: Provides and receives feedback from peers, fostering a collaborative learning environment.

Key Components:

Empowering Students:

Active Participation: Involves students in their learning journey, enhancing engagement.
Critical Thinking: Develops critical thinking through evaluating peers' work.

Developing Assessment Skills:

Understanding Criteria: Helps students understand high-quality work and improve their own.
Constructive Feedback: Teaches students to provide and articulate constructive feedback.

Promoting Equity and Inclusivity:

Diverse Perspectives: Introduces varied perspectives, leading to a more comprehensive understanding.
Empathy and Respect: Encourages appreciation of different viewpoints and approaches.

Enhancing Engagement and Motivation:

Ownership of Learning: Increases student ownership and motivation.
Collaborative Environment: Fosters a sense of community and mutual support.

Utilizing Technology and D2L:

Efficient Management: Use D2L tools for submission, anonymous grading, and feedback.
Resource Accessibility: Leverage D2L for rubrics, training materials, and discussion forums.


Challenges and Concerns:

Training and Calibration: Ensure students are well-trained in using rubrics and providing feedback.
Bias and Fairness: Minimize biases through anonymizing submissions and instructor oversight.
Balancing Roles: Complement peer grading with instructor assessments to ensure fairness

Benefits:

Enhanced Learning Outcomes: Improves understanding and retention through teaching and evaluating others.
Skill Development: Develops critical thinking, communication, and self-reflection skills.
Improved Engagement: Increases engagement by involving students in grading.


Resources:

Five Innovative Grading Strategies (iteach article)
A Student-Centered Approach to Grading (CTLI workshops)
Teaching students to evaluate each other (Center for Teaching Innovation, Cornell University)
Peer assessment (Center for Teaching Innovation, Cornell University)
Teaching Students to Give Peer Feedback (Edutopia)
Peer review strategies (University of Nevada, Reno)
Kritik (specifically an edtech used for peer review)
Perusall (a social annotation tool with an MSU license that can also be used for Peer Review)

Overview:
Self-grading involves students assessing their own work, which fosters autonomy, reflection, and ownership of their learning process. This approach aligns with a student-centered approach by focusing on self-assessment and personal growth.
Key Aspects:

Active Student Involvement: Students evaluate their work, which enhances their engagement and investment in the learning process.
Enhanced Metacognition: Encourages students to reflect on their learning, identify strengths and weaknesses, and set goals for improvement.
Ownership and Responsibility: Increases students' ownership of their learning and motivation to improve their work.
Personalized Feedback: Allows students to provide immediate and relevant feedback to themselves.
Increased Engagement: Self-assessment can lead to greater involvement and commitment to learning.
Development of Critical Thinking: Helps students develop critical thinking and evaluation skills.
Alignment with Learning Objectives: Assists students in understanding and aligning their work with course objectives.
Formative Assessment: Provides insights into students' learning progress and areas for development.

Benefits:

Empowerment: Students feel more in control of their learning journey.
Deep Learning: Promotes deeper engagement with material and better retention.
Self-Regulation: Encourages independent learning and self-regulation.
Equity: Provides a more personalized and equitable assessment process.

Implementation Tips:

Provide clear grading criteria and rubrics to guide self-assessment.
Include reflection activities where students analyze their work and identify areas for growth.
Create feedback loops where students compare their self-assessments with peer and instructor feedback.
Allow revisions based on self-assessment and feedback to encourage continuous improvement.
Offer training and support to help students develop effective self-assessment skills.


Resources:

Five Innovative Grading Strategies (iteach article)
A student-centered approach to Grading (CTLI Workshop Slides)
Why students should be allowed to Grade Themselves (Insider Higher Ed article)
Self-Assessment (Center for Teaching Innovation Cornell University)
How to Shift to Self-Grading in English Classes (Edutopia)

 

Overview:
Transparent grading involves clarifying and sharing grading criteria, processes, and feedback with students. This approach ensures that students understand how their work is assessed and how they can meet the expectations set for their assignments.
Key Aspects:

Clear Criteria and Standards: Develop and share detailed rubrics and grading criteria to guide students.
Open Communication: Discuss grading policies and provide ongoing, transparent feedback.
Student Involvement: Include students in creating or refining grading criteria to enhance their understanding.
Consistent Application: Apply grading standards consistently to maintain fairness and equity.
Feedback Focus: Provide specific, actionable feedback that helps students improve their performance.
Transparency in Grade Calculation: Clearly explain how final grades are derived from assignment scores and criteria.
Accessible Information: Make grading criteria and feedback easily accessible through LMS or course materials.

Benefits:

Enhanced Understanding: Students gain clarity on expectations and reduce confusion about their grades.
Improved Performance: Detailed guidelines and feedback help students focus on areas for improvement.
Increased Trust: Builds trust between students and instructors by making the grading process transparent and fair.
Greater Accountability: Ensures that grading practices are consistent and equitable.

Implementation Tips:

Provide detailed rubrics for major assignments and share them early in the course (check out this AI-powered Rubric Generator as a starting point).
Regularly review grading criteria with students and encourage them to ask questions.
Use examples to demonstrate different levels of performance according to the rubric.
Offer feedback on assignments promptly and discuss it with students during office hours.


Resources:

Five Innovative Grading Strategies (iteach article)
Transparent Assignment Design (iteach article)
Transparent Assignment Design (CTLI Quick Guide)
Transparent Assignment Design (CTLI workshop slides)
A Student-Centered Approach to Grading (CTLI workshop slides)
CTLI- Student Centered Grading Resouces
Fair Assignments: Designing Transparent Assignments via the Grading Criteria (iteach article)
TILT Higher Ed Examples and Resources

Introduction:
As educators we seek to enhance student engagement and learning outcomes, exploring innovative grading strategies can offer fresh perspectives and effective solutions. Here’s a concise overview of five innovative grading practices:

1. Transparent Grading:


What is it? Transparent grading involves clearly defining and communicating grading criteria, processes, and feedback to students.


Key Elements: Detailed rubrics, open communication, student involvement.


Benefits: Enhanced understanding, improved performance, increased trust.


2. Self-Grading:


What is it? Self-grading allows students to assess their own work, promoting reflection and autonomy.


Key Elements: Self-assessment, reflection, feedback loops.


Benefits: Empowers students, promotes deeper learning, supports self-regulation.


3. Peer Grading (Peer Review):


What is it? Peer grading involves students assessing each other’s work, enhancing collaboration and responsibility.


Key Elements: Peer evaluation, feedback exchange, critical thinking.


Benefits: Deepens understanding, builds skills, fosters collaboration.


4. Gameful or Gamified Grading:


What is it? Gameful grading integrates game design elements, such as points, badges, and leaderboards, into the grading process.


Key Elements: Gamification, student choice, immediate feedback.


Benefits: Increases engagement, enhances mastery, supports skill development.


5. Ungrading:


What is it?: Ungrading minimizes or eliminates traditional grades in favor of detailed feedback and alternative assessments.


Key Elements: Detailed feedback, self-assessment, focus on growth.


Benefits: Promotes deep learning, reduces stress, supports equity.


Explore these strategies to boost student engagement and learning outcomes!

Learning Objectives

Define a transparent Purpose
Describe the importance of the “purpose” section and its relation to motivation and engagement.
Identify whether the transparency of a purpose statement is weak or strong

Introduction
This is part 2 of a 5 part series of articles on Transparent Assignment Design (Part 1: TAD). The first component of the Transparent Assignment Design (TAD) framework has to do with the Purpose. The purpose explains “the why” to the learner. 
The Significance of Transparency in Purpose
"Why am I learning this?" "What is the point of this?" "How is this going to help me in the long run?" "Is this just busy work?" "How am I going to use this in the future?"
These are common questions learners ask themselves, their peers, and even instructors when they don't understand why they are being asked to complete a course assignment or activity. The purpose of an assignment may be crystal clear to an instructor, but students who are new to the content and skills need a direct connection to its relevance clearly stated in order to see its importance. As a former Instructional Designer and current Engagement and Assessment Consultant, I have reviewed hundreds of assignments and the purpose of an assignment is often the key element that is missing. But why is it so important? 
As a former Psychology instructor and attention researcher, I can attest that people are more engaged in activities (stay on task longer, less distractible, and demonstrate more grit when working through difficult exercises) when they understand the relevance of the activity to their personal goals. Engagement and motivation are enhanced when learners grasp what will be gained by completing the assignment.
Psychology research classifies motivation into two main types: "Extrinsic Motivation" and "Intrinsic Motivation."

Extrinsic Motivation involves tangible rewards for engaging with the activity, such as points, prizes, money, and grades. While it is fast-acting, it tends to burn out quickly.
Intrinsic Motivation relates to how people personally feel about the activity, such as social engagement, enjoyment, meaningfulness, and relevance to long-term goals. It is harder to generate artificially but has a longer, more sustained effect when it is achieved.

Though many students will be initially extrinsically motivated to complete an assignment (for its grade), learners are more likely to demonstrate more effort and submit a higher caliber deliverable when the assignment can tap into their intrinsic motivation. A well-written Purpose statement can assist in fostering intrinsic motivation.
When we explain the purpose of an assignment to learners, it is essential to address both the short-term benefits (e.g., practicing applying specific knowledge and skills) and the long-term benefits (e.g., preparing for future professions). By doing so, we help students see the immediate value and future relevance of their efforts, fostering both extrinsic and intrinsic motivation.

Watch:


Examples:
Weak Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment will help you understand data analysis.
Explanation: This purpose statement is too vague and does not explain why understanding data analysis is important or how it will benefit the students in the short or long term. It lacks specificity and fails to connect the assignment to the students' broader goals or interests.
Strong Purpose Statement:
Assignment: Analyze a data set and write a report on your findings.
Purpose Statement: This assignment aims to enhance your ability to analyze real-world data using commonly used statistical methods. By completing this task, you will develop critical skills in data interpretation, statistical software proficiency, and report writing. These skills are essential for advanced coursework in statistics and highly valued in various professional fields, including business analytics, public health, and social sciences.
Explanation: This purpose statement clearly articulates the benefits of the assignment, both in the short term (developing data interpretation and statistical software skills) and in the long term (preparing for advanced coursework and professional fields). It connects the task to the students' academic and professional goals, making the relevance of the assignment explicit.

Resources: 
Note: This is article 2 of a 5-part series on Transparent Assignments.

 Quick Guide to Transparent Assignments (CTLI:MSU)