Peer Review Process

Overview

Students participate in a structured peer review to strengthen portrait artworks using specific, constructive feedback. They learn to give feedback respectfully and apply feedback to improve their own work.

Learning intentions

• WALT: Provide and receive constructive feedback to improve portrait artworks.
• WALT: Use visual evidence from a portrait to suggest specific improvements.
• WALT: Reflect on feedback and decide on next steps for revision.

Success criteria

• I can share one strength and one clear improvement using respectful language.
• I can refer to specific parts of the portrait (e.g., eyes, lighting, shading, composition) in my feedback.
• I can listen to feedback, ask a question, and record actionable next steps.
• I can revise my portrait based on at least one peer suggestion.

Curriculum links

• Creating and responding to visual arts: apply critique processes to artworks.
• Use of visual language: describe and discuss elements and techniques in artworks.
• Artmaking practices: refine artworks through feedback and reflection.

Lesson structure (70 minutes)

1. 0–5 min: Welcome + WALT Teacher restates WALT and outlines the goal: “Today we improve portraits through peer review.” Quick reminder of respectful critique routines.

2. 5–10 min: Review of success criteria Teacher models two types of feedback: one that is specific and helpful, and one that is vague. Students identify which one meets the success criteria.

3. 10–20 min: Prepare artworks for critique Students display their portrait sketchbook pages or canvases (within the room setup). They complete a brief “evidence” checklist: where the viewer’s eye goes, how shading/colour is used, and one area they think needs improvement.

4. 20–45 min: Peer review in small groups Each student completes two rounds of feedback (about 7–8 minutes each round). Protocol per portrait:

• Strength: one feature that works well (supported by visual evidence).
• Improvement: one suggestion written clearly so it could be acted on.
• Question: one question to help clarify intention or technique. Teacher circulates with a checklist to ensure feedback stays constructive and references specific details.

5. 45–55 min: Reflection + action plan Students sort feedback into:

• Keep (what to retain)
• Try (one or two actions to implement)
• Ask (one unanswered question for the next teacher check) Students highlight the single most important change for today.

6. 55–67 min: Revision time Students revise their portrait based on the peer suggestion. Teacher gives targeted mini-support to individuals who need it most, focusing on technique decisions (e.g., refining tonal transitions around facial features, improving highlights/shadows, adjusting proportions).

7. 67–70 min: Exit slip Students submit a short reflection:

• One strength they will keep
• One change they made or will make next
• One sentence on how peer feedback helped

Resources

• Students’ portrait artworks in progress (sketchbooks, worksheets, or paper)
• Peer review feedback cards or folded paper templates with prompts: Strength / Improvement / Question
• Artist statement mini-starters (optional): “I intended…” / “I focused on…”
• Pencil/eraser, blending tools, colouring materials as appropriate
• Teacher clipboard with peer feedback checklist
• A model example portrait (teacher-made) showing typical feedback targets
• Timer for peer rounds
• Dyslexia-friendly checklist version (large font, minimal text, icons for Strength/Improvement/Question)

Assessment

• Teacher observation of feedback quality against success criteria (specific, respectful, actionable).
• Student reflection notes showing evidence-based listening and selection of next steps.
• Formative assessment through revision: students implement at least one peer suggestion.

Differentiation

• Support for learners needing structure: provide a visual feedback template with sentence starters and icons (Strength = “This part works because…”; Improvement = “Try changing…”; Question = “How did you…”).
• Support for fine motor or language barriers: allow oral feedback recorded by the teacher or a peer scribe, then copied into the student’s template.
• Extension for advanced learners: require one “why it matters” explanation (link the improvement to how it affects form, depth, or focal point). Ask for a second targeted revision attempt using a different technique than the first.
• EAL support: provide example phrases for critique and allow students to use their first language notes before translating into short English sentences.

Extension (optional)

• Students write a brief “before and after” comparison label: “What I changed and what effect it created” for one feature of the portrait.