Triangulation of Feedback in a Scholarly Writing Course

Joni Tornwall and Jodi McDaniel refined their assessment strategy in a scholarly writing course for DNPs to integrate three key sources of feedback: instructor, peers, and self. Their peer-review assignment was refined to include:

1. Peer review exercises that are not anonymous.
2. Preparation of students cognitively and emotionally to receive feedback.
3. Peer review timed appropriately to ensure recommendation implementation.
4. Fostering students’ sense of the value of peer feedback/review.
5. Requiring students to self-assess their own development of writing skills.
6. Ensuring peer review processes are double-looped and formative, among other features.

Read more on the Drake Institute for Teaching and Learning site, and view a video (7.5 minutes, below) to hear how peer review and triangulation of feedback can influence development of writing skills. Drs. Tornwall and McDaniel also published an article on their work in Nurse Education Today.