Peer Review Example Template Checklist

This Peer Review Example Template Checklist is designed to be edited by teachers to match their specific subject field. The checklist can then be rolled out to students so that they can perform peer reviews on each other's work. 

Remember you can tailor this checklist (to add or remove items from this list/task/etc.)  to match your specific requirements by clicking the “edit template” icon on the right-hand side.

Peer reviews assist students in developing and communicating logical reasoning through writing. This Peer Review Template Checklist provides students with the opportunity to further enhance their critical thinking skills. 

The Peer Review Example Template Checklist should be completed over the period of a month- the first two weeks allow for the students to write their papers and the last two weeks for the peer reviews to occur.

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This Peer Review Example Template Checklist is designed to be edited by teachers to match their specific subject field. As the teacher, you will want to edit this section and replace this text to fit your requirements. The checklist can then be rolled out to students so that they can perform peer reviews on each other's work. 

To kick things off, fill in some basic details. This section is important as it helps to keep track of who runs and edits this Peer Review Example Template Checklist.

Enter your basic information and the details of the work you are reviewing in the form fields below.

Use the 'Assign Members' dropdown to assign this checklist to your teacher for approval. 

This task is designed for you as the teacher to ensure the students are properly prepared to run this checklist. You can use the conditional logic feature to ensure that only you can see this task. 

Prepare students for their peer reviews by completing the sub checklist below. Once you have completed the task tick the box and move on. 

Ensuring all students are adequately prepared for the peer review and understand the process is vital. By providing peer review examples and going through the process in detail students are will learn to distinguish successful writing from unsuccessful writing.

Students review each other’s work using an instructor-designed rubric, this rubric is a framework similar to the tasks and structure of this checklist. This rubric is formulated to help students provide concrete, useful peer feedback and also helps students to reflect more deeply on important issues explored in the course.

The following tasks are to be completed by students. As the teacher, you should tailor the questions and answers to match your requirements.

The information added in the following task will create variables. This means that the data that is entered or selected can be pulled through at a later stage (in the review section).

Use this task to write a brief summary of the research question and your overall impression of the topic. 

This is a good section to briefly note down which authors and arguments you think are relevant to this research question.

Identify the key arguments and claims the author has made. Use this section to identify whether these claims are valid. 

If you feel that the author's argument would benefit from further research either from a specific academic study or scholarly article - note the down. 

Use this task to provide context on how this research fits into the overall academic arena. 

This is a good opportunity for you to expand on the author/ academic sources you suggested in the previous task (providing you did so). 

Follow the sub checklist below to guide your review and then summarize findings in the text field.

The following tasks are to be completed by students. As the teacher, you should tailor the questions and answers to match your requirements.

Conditional logic is applied to the following tasks. Depending on the answers chosen, the steps that follow will be different. For more information regarding conditional logic, there's our Help page.

Alternatively, check out this webinar.

Aim to provide at least two strengths of the research. 

Some examples of strengths include: 

• Good structuring of paragraphs
• Well sourced 
• A strong, well-positioned argument

Ensure that you go into detail and refer to specific sections of the research paper. 

Use the dropdown below to identify how many strengths you feel the paper has -  the more the merrier - providing they are exemplified and relevant. 

Aim to provide at least one weakness of the research. 

Some examples of strengths include: 

• Poor structuring of paragraphs
• Lacks sufficient sources
• An unclear, poorly-positioned argument

Ensure that you go into detail and refer to specific sections of the research paper. 

Use the dropdown below to identify how many weaknesses you feel the paper has -  be honest, but kind.

The following tasks are to be completed by students. As the teacher, you should tailor the questions and answers to match your requirements.

Provide suggestions on how you feel the author could rectify the weaknesses of their research. 

{{form.Identify_the_number_of_weaknesses}}

{{form.Weakness_#1}}

{{form.Weakness_#2}}

{{form.Weakness_#3}}

{{form.Weakness_#4}}

{{form.Weakness_#5}}

{{form.Weakness_#6}}

Good suggestions will include the following:

• Useful articles
• Useful websites
• An example of a well-structured paragraph
• An example of a properly formatted citation

Record your suggestions in the text field below. 

Use this section to record any other issues.

This task is not designed for you to suggest edits, but rather provide any general constructive feedback you may have. 

This is the place where you note down your personal opinions of the research.

Use this section to record any other positives ⭐️.

This task is not designed for you to suggest edits, but rather provide a list detailing any remaining positive remarks you may have. 

This is the place where you note down what you liked about the research.

The following tasks are to be completed by students. As the teacher, you should tailor the questions and answers to match your requirements. However, there is an approval task which will require the teacher's approval of the final peer review. 

This task has used variables to pull in all of the data that you entered in this checklist. 

View the final peer review below. 

The next task will inform your tutor that the review is ready for approval. Once approved you can then use the final task to send the peer review to your classmate.

Peer Review

Basic information

{{form.Your_full_name}}{{form.Today's_date}}{{form.Your_class_ID}}{{form.The_subject_or_topic}}

Summarize the research

{{form.Summary_of_research_question}}

{{form.Summarize_key_arguments_and_claims}}{{form.Arguments_and_claims:_Enter_suggestions}}

{{form.Summarize_how_research_fits_into_the_academic_arena}}

Strengths and weaknesses

{{form.Identify_the_number_of_strengths:}}{{form.Strength_#1}}{{form.Strength_#2}}{{form.Strength_#3}}{{form.Strength_#4}}{{form.Strength_#5}}{{form.Strength_#6}}

{{form.Identify_the_number_of_weaknesses}}{{form.Weakness_#1}}{{form.Weakness_#2}}{{form.Weakness_#3}}{{form.Weakness_#4}}{{form.Weakness_#5}}{{form.Weakness_#6}}

Final suggestions

{{form.Suggestions_for_weaknesses}}{{form.Note_other_issues}}{{form.Note_positives_of_the_research}}

Use the email widget below to send your completed and approved peer review to your classmate. 

⭐️

Sources

• Pedadogy in Action - Carleton Reducing Volcanic Hazards to People and Property: An Assignment with Electronic Peer Review 
• Teach.its.uiowa.edu - Peer Review: Details & Examples | Office of Teaching, Learning & Technology 
  
• PLOS - Peer Review Template

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