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ERIC Number: EJ1069821
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: EISSN-1812-9129
Effectiveness of Guided Peer Review of Student Essays in a Large Undergraduate Biology Course
Kelly, Lauren
International Journal of Teaching and Learning in Higher Education, v27 n1 p56-68 2015
Instructors and researchers often consider peer review an integral part of the writing process, providing myriad benefits for both writers and reviewers. Few empirical studies, however, directly address the relationship between specific methodological changes and peer review effectiveness, especially outside the composition classroom. To supplement these studies, this paper compares types of student commentary received between a control and guided rubric in an introductory biology course in order to determine if guided questions augment the amount of "feedforward" responses, questions and suggestions that consider the next draft and are reported to be more beneficial than feedback. Results indicate that guided rubrics significantly increase "feedfoward" observations and reduce less useful categories of feedback, such as problem detection and meanness. Differences between rubrics, however, had limited influence on student attitudes post-peer review. Consequently, potential strategies for further improving student ratings and keeping mean commentary at a minimum are discussed.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A