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ERIC Number: EJ854838
Record Type: Journal
Publication Date: 2008-May
Pages: 13
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1527-9316
Effectiveness of Calibrated Peer Review[TM] for Improving Writing and Critical Thinking Skills in Biology Undergraduate Students
Gunersel, Adalet Baris; Simpson, Nancy J.; Aufderheide, Karl J.; Wang, Li
Journal of the Scholarship of Teaching and Learning, v8 n2 p25-37 May 2008
This study focuses on student development with Calibrated Peer Review (CPR)[TM], a web-based tool created to promote writing and critical thinking skills. Research questions focus on whether or not students showed improvement in writing and reviewing competency with repeated use of CPR in a senior-level biology course and whether the difference between higher performing and lower performing students decreased over time. Four repeated measures analyses were conducted with different sets of students. Repeated measures analyses indicate that students showed improvement in writing skills and reviewer competency with repeated use of CPR. The difference between higher and lower performing students decreased over time in both writing skills and reviewer competency. (Contains 5 tables and 3 graphs.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A