Edgewood High School
Round3 integrates with one-to-one, allows for deeper questioning, discussion during peer-feedback.
Larry DeMoss, an English teacher at Edgewood High School, piloted Round3 in his W131 Reading, Writing, and Inquiry dual credit course during the Spring of 2016. The class, which allowed students to earn both high school and college credit, traditionally relied on face-to-face peer editing and conferences.
Round3 integrated seamlessly with the school’s one-to-one technology program, which distributes chromebooks to each student for use in-class and at home. The three-month pilot allowed DeMoss to use Round3 to provide four rounds of feedback across three large writing assignments. DeMoss believes Round3 helped eliminate many of the weaknesses he noticed with traditional feedback.
“Usually, face-to-face sessions focus on mechanical mistakes and vague, general comments,” DeMoss said. “What I found was that Round3...does make the peer-editing process more useful for both the editor and the student whose paper is being reviewed."
Students used Round3 for major writing assignments such as Comparative Critique and Comparative analysis. The Round3 software facilitated feedback by allowing students to respond to targeted questions and facilitate discussion beyond the surface level comments DeMoss usually overhears.
“As students edited classmates’ papers, I often heard questions and discussions that I never encountered in previous face-to-face sessions, DeMoss said. “[Especially] about particular moves and steps in the paper’s argument.”
Following the conclusion of the course, students were asked to provide feedback for Round3 and gauge whether the tool assisted their learning. Over 75% of respondents believe Round3 feedback helped them revise their work. On average, students reported spending 25 minutes reviewing peer work and 20 minutes writing feedback. Several students commented on the learning process that is created when you both give and receive feedback.
“Round3 allows students to gain insights from their peers, whether it's by reading another student's paper or receiving feedback from teachers/peers,” a student said. “It's almost as if you're working in a group setting to solve problems.”
- Round3 extended peer feedback beyond simple mechanical mistakes and vague, general comments students had received before using the software.
- Round3 promoted deeper questioning and discussion than typical experienced in face-to-face peer feedback sessions.
- Round3 increased the depth and breadth of the peer feedback process for both students and the teacher.