Prompt: A Journal of Academic Writing Assignments Jul 2024 Open Access

Each One, Teach One: Engaging Students in Professional Identity Formation Across the Law School Curriculum with Fully Anonymous Peer Review

Tracy Norton Louisiana State University

Abstract

Fully anonymous peer review enhances students’ writing and feedback abilities, encourages professionalism and kindness, and transforms the teaching dynamic. This essay describes the use of the Peerceptiv platform for fully anonymous peer review assignments in law school courses. This platform is uniquely helpful in fostering professional identity formation while helping students improve their analytical writing skills. However, implementing this peer review platform comes with challenges such as student reluctance and discomfort. With strategic communication and investment of time, these challenges can be overcome to realize the potential of this innovative approach and provide formative assessment, regardless of class size. Ultimately, scalable peer review helps students strengthen skills while developing collaborative professional identities throughout the law school curriculum.

Journal
Prompt: A Journal of Academic Writing Assignments
Published
2024-07-16
DOI
10.31719/pjaw.v8i2.184
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Topics
writing pedagogy teacher development collaborative writing assessment
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