Peer Review in Scribo


It’s a 2020 Christmas and our gift to you this year is Peer Review. We have been working most of the year with assessment and pedagogy experts at the NIE of Singapore, looking at how we can further support authentic assessment and assessment for learning around writing. Peer Review was part of the puzzle that we wanted to solve. It’s now done and ready to go!

AFL is a bit harder when you are dealing with multiple students and long format text but that’s the challenge we took on and conquered. Peer review plays a key part of AFL. I actually prefer to call Peer Review, Feedback in the Moment. This style of feedback is like a renewable energy in a classroom that amplifies stories across learners.

We also looked into the latest feedback research coming from Hattie and Clarke to make sure we were triangulated with current meta research on feedback. It's been a busy cycle of development but one we are very happy with. Our thanks also go to the literacy leaders and school improvement leaders in the Wollongong Diocese in NSW for their generous feedback on the journey.

Research is compelling.

What we discovered from the research is that feedback is one of the most powerful influences on student learning,improving student writing skills and building confidence. That statement comes with a classic however...

Hattie and Clarke ( Visible Learning - Feedback 2019) found that while feedback is the most powerful influencer on learning , it is also the most variable. These are their conclusions.

  • About ⅓ of feedback doesn't work - it’s negative

  • Feedback for one child does not work for another

  • The feedback you give today - doesn't work for tomorrow

Catering for less variable feedback that potentially can be negative, tailoring feedback for each student and continually re-working the feedback each time a student needs more feedback are the three key components to Scribo that cover off the limitations Hattie and Clarke found.

Feedback needs to be in the writing moment, made available closer to the writing event. Feedback needs to avoid being negative and critical, change per student and change as needed in a continuum of feedback, kind of like a continual assessment against a rubric. This all sounds great but practically teachers don't have the time to do all this, all the time. Feedback at three levels is hard time consuming work. It’s time for AI to help teachers and students.

Hattie and Clarke say there are two important parts to feedback that need to be understood.

  1. Feedback is the answer to 1 of 3 questions

    1. Where am I going

    2. How am I going

    3. Where should I go to next

‘Where I should go next’ is the critical piece of feedback that is most time consuming for a teacher. Thirty plus essays all needing personalised feedback is a massive time challenge and workload.

The most interesting finding is that If students don't get where to next feedback, they say they never got any feedback. I remember this happening in our house when my boys came home with lots of correction ink but very little connected advice that directed ‘where to next’ feedback about their writing. Hard work became a paper basket shot into the bin.

  1. The second finding was that It's often not about the feedback you give, it’s about the feedback you hear and see.

How do students and teachers hear and see the feedback from what is happening in classrooms? These are the invaluable stories that need to be seen and heard.

The classroom is where in person teaching and learning happens, it's the colosseum of collaboration. Writing practice is supposed to amplify the learning and practice new skills. Often writing and feedback are very disconnected from the momentum of the classroom reducing the opportunity of immediate reinforcement and guidance.

Although teachers move around the classroom asking questions and giving feedback, when they are not explaining at the front, the last twenty years have been the subject of finding more efficient ways to ensure all students get feedback, from the teacher, and their peers while they are in the process of learning.

The very essence of formative assessment or feedback is the ability to react to the learning during the learning so it can be enhanced before it is too late. (Hattie and Clarke, 2020 , Visible Learning - Feedback)

With our new functional Peer review capability, teachers and students can see and listen to feedback in a 360 degree mode, learning every step of the way. Critically this happens seamlessly, live and without adding more work for anyone. Less friction, more stories, more learning! What is the downside of that ! ABSOLUTELY NOTHING!

Welcome to Peer Review or what I like to call - Feedback in the moment

1. Setup Peer Review

Peer Review is an option for all teachers to use, activated on demand through Live Monitoring options. Click Options , Click Peer Review.




Switch on Peer Review Choose Yes when you're ready to switch on Peer Review for this activity. Students will be able to see the Peer Review tab and begin reviewing.


Due date

Set a due date for the Peer Review (optional).


Enable Rubric marking

Choose Yes to allow students to review using the rubric attached to this activity.


Anonymous Peer Reviews

Choosing Yes means students cannot see the name of the person whose work they are reviewing.


Review Instructions

You can tailor the questions you want students to answer in their review as well as choose some from a list of sample instructions


Review Pairs are auto created for you

Hover, click on Edit and change pairing at any time

2. Establish Student Pairings

By default, Scribo will Pair your students at random. Any odd numbers of students without a Pair will be shown. You can quickly assign a review partner.

Change Pairings manually at any time

Select One student and click Mutual Review to reverse the pairing or manually assign a Review partner.

3. Goto progress monitoring

On the top right , click Progress .




Hover on the icon to see comments being made


Click email to send the review pair and email


Move quickly through Completed, In progress and Not Started


Email everyone a reminder that the Peer Review is underway. If students do not have an email account, you can fix that on the way through.

4. Remind Students with email

5. Students access Peer Review

The link in the email will take students directly to the Peer Review document.

If the options we set to Anonymous there will be no names seen by either Student. Only teachers know who reviewed work.

If Students have a Per Review to do, the Peer Review menu item will show.




The Review prompts are shown


Students can enter formatted text as response to review prompts


Students are reminded to Give a Rubric Score if the Rubric grading option was set to yes.


Students access Rubric marking


Students can complete (Finish) their review or leave it open

6. Students Rubric Grade Peer texts

Students select Rubric Grade if they have been asked to score the Peer text against a rubric.

Simple click and select across the Rubric levels.

Once the rubric is scored across all levels, the Grade will be shown.

7. Peer Review Text Check and display

Click the Report option

The default display shows all commentary and comments from Students in pairs.

Search for specific students at any time.

If you want to delete a comment for being inappropriate, click the red X

If you would like to show comments on the white board or projector - click hide names.

8. Peer Review Rubric Summary of Student assessments

As students assess peers using Rubrics, Scribo records the scores and presents a summary of where the class sits. The numbers represent the number of students.

Click on the Rubric cell and see the students linked below.

Enjoy Peer review as much as we do.