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ERIC Number: EJ1115499
Record Type: Journal
Publication Date: 2016-Sep
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-921X
EISSN: N/A
Using Peer Feedback to Promote Reflection on Open-Ended Problems
Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.
Physics Teacher, v54 n6 p364-368 Sep 2016
This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A