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ERIC Number: EJ1127361
Record Type: Journal
Publication Date: 2017-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0047-231X
Implementation of Peer-Reviewed Homework Assignments
Zare, Richard N.; Cox, Charles T., Jr.; Murphy, Katherine; Bayas, Camille
Journal of College Science Teaching, v46 n3 p40-46 Jan 2017
In large, introductory courses, instructors and teaching assistants often struggle to provide detailed feedback on student homework in a timely manner. Here we describe a peer-reviewed homework system that provides quick turnaround while offering flexibility in the construction of homework problems. Homework is administered through a cycle, which always consists of weekly peer-reviewed feedback on paper-based homework. The peer-review component has two purposes: (a) it provides students completing homework with detailed explanations of the correctness of their approach, and (b) it provides peer reviewers an opportunity to review other problem-solving strategies. By examining other students' strategies, peer reviewers gain greater insight into problem solving. We have tested this approach in a general chemistry class at a large institution and observed benefits for students and instructors. This article discusses peer-reviewed homework design and implementation, as well as the results obtained in a large-enrollment class.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Stanford)