NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ899595
Record Type: Journal
Publication Date: 2007-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1544-0389
Using Graded Peer Evaluation to Improve Students' Writing Skills, Critical Thinking Ability, and Comprehension of Material in a Principles of Public Relations Course
Todd, Vicki; Hudson, Jerry C.
Journal of College Teaching & Learning, v4 n10 p39-46 Oct 2007
This peer-evaluation assignment encouraged students to think critically, synthesize information and write about public relations course material rather than incorporate surface information into written assignments. Because peer reviewers can improve the grades on their final papers by offering concrete suggestions to the original authors, students tended to report that the peer-evaluation process improved their writing skills, critical thinking ability, and their understanding of public relations concepts and theories. This research demonstrates how peer evaluation can be a positive learning exercise that prompts students to develop higher-order cognitive skills and to improve their writing skills while learning discipline-specific course concepts. (Contains 3 tables and 26 endnotes.)
Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A