Calibrated peer review/sup TM/ and assessing learning outcomes

Carlson, Patricia; Berry, Frederick

doi:10.1109/fie.2003.1264740

Cited by 39 publications

(33 citation statements)

References 8 publications

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“…In writing classes peer review is used as a feedback mechanism in the writing process; students assume the roles of editors or reviewers giving feedback on their peers' work [13]. While many studies investigate the effects of peer and educator reviews on revisions [5,7,12,13,21], other studies compare different modes of evaluation, e.g. pencil-and-paper reviews vs. online peer reviews [16,19].…”

Section: Peer Reviewsmentioning

confidence: 99%

“…Gradually, peer reviews have also been gaining importance as a pedagogical element within the higher education context, particularly in the social sciences [7,9,13,14,21] and in engineering [5,6,15,18]. Although peer review has been used in many different educational settings, it is most often discussed in the context of writing classes, for instance, to improve writing and communication skills as well as to learn from reviewing others' work and reviewers' comments [12].…”

Section: Introductionmentioning

confidence: 99%

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The student view on online peer reviews

Bauer

Figl

Derntl

et al. 2009

Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education

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Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. faceto-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.

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Section: Peer Reviewsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The student view on online peer reviews

Bauer

Figl

Derntl

et al. 2009

Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

show abstract

“…Such applications typically facilitate information sharing, collaboration, and portfolio management as well. In these systems, it is also possible for the reviewers themselves to be rated in order to weight the value of their comments and in time to improve the quality of their reviews (Carlson & Berry, 2003) In this respect, rubric-based writing and assessment environments would be characterized by mediated interaction and distributed social learning. Such an environment has the potential to create "disruptive innovation" (Christensen, Horn, & Johnson, 2008) that will progressively transform the role of the teacher from being a source of definitive knowledge to being a facilitator of a knowledge-producing community.…”

Section: Rubric-based Review and Ratingmentioning

confidence: 99%

Technology-Mediated Writing Assessments: Principles and Processes

Cope

Kalantzis

McCarthey

et al. 2011

Computers and Composition

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This paper explores developments in technology-mediated writing environments that may support new forms of formative assessment and the closer relation of formative to summative assessment. Not only might these provide more learner-responsive and effective assessment of writing, but they may also support the assessment of disciplinary knowledge embedded in written and multimodal texts. After an overview of current debates on contemporary assessment practice, the paper goes on to develop six principles for effective assessment of writing. On this basis, the paper identifies potentially promising aspects of emerging processes of technology-mediated writing assessment.

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“…For example, the Calibrated Peer Review (CPR) method [8] proposes a calibration step to be performed by students before starting to assess other students' assignments. During the calibration, each student rates the same small set of assignments that have been already rated by the instructor.…”

Section: Special Focus Paper Improved Peer Grading Reliability With Gmentioning

confidence: 99%

Improving Peer Grading Reliability with Graph Mining Techniques

Capuano

Caballé

Miguel

2016

Int. J. Emerg. Technol. Learn.

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Abstract-Peer grading is an approach increasingly adopted for assessing students in massive on-line courses, especially for complex assignments where automatic assessment is impossible and the ability of tutors to evaluate and provide feedback at scale is limited. Unfortunately, as students may have different expertise, peer grading often does not deliver accurate results compared to human tutors. In this paper, we describe and compare different methods, based on graph mining techniques, aimed at mitigating this issue by combining peer grades on the basis of the detected expertise of the assessor students. The possibility to improve these results through optimized techniques for assessors' assignment is also discussed. Experimental results with both synthetic and real data are presented and show better performance of our methods in comparison to other existing approaches.

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Calibrated peer review/sup TM/ and assessing learning outcomes

Cited by 39 publications

References 8 publications

The student view on online peer reviews

The student view on online peer reviews

Technology-Mediated Writing Assessments: Principles and Processes

Improving Peer Grading Reliability with Graph Mining Techniques

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