Peer review in education (original) (raw)
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Application of peer review techniques in engineering education
2017
Improving students’ involvement in universities classes is a challenging problem. This problem is particularly relevant intechnical studies, even worst in computer related subjects where students tend to be very independent. In this paper, wepropose the use of peer review as a methodology that can help students to get more involved and to develop specific abilitieshas critical thinking. We have successfully used this approach in three different courses in different years (freshman andsophomore) and different studies. Quantitative and qualitative data was collected during these experiences to evaluatestudents’ opinion and performance. This information is analysed and discussed in the paper and our conclusions are alsohighlighted as well as some ideas for future improvement.
Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.
Peer review in computer science: Toward a regular, large scale educational approach
Advances in …, 2007
Several experiences with peer review in computer science education have been reported in the literature. What is needed to turn it into a continued, regular educational approach? We try to answer that question beginning by presenting the skills required by computer science international curricula, as well as the skills exercised in peer review, an approach that can match those requirements. The practice of peer review in computer science education is reported, revealing very positive results, but with little sign of institutionalization and long-term application. The learning outcomes, the software available, the types of student work reviewed, and the different 701 E.
Peer-review and feedback allied to cooperative work are important components of an active learning and development of critical thinking skills process. It is therefore important to understand the role and influence of feedback provision in peer review activities between cooperative groups. This study analyzes the perceptions and attitudes of 15 students of a Master course on Didactics on the feedback given in peer review activities (between groups), based on their responses to a survey. Results showed, among other aspects, that collaborative work and feedback exchange among groups fostered the contact with different perspectives towards the same situation, and that its critical analysis allowed the students to enhance different skills, the most referred one being the critical thinking.
Mapping the Landscape of Peer Review in Computing Education Research
Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education
Peer review is a mainstay of academic publication-indeed, it is the peer-review process that provides much of the publications' credibility. As the number of computing education conferences and the number of submissions increase, the need for reviewers grows. This report does not attempt to set standards for reviewing; rather, as a first step toward meeting the need for well qualified reviewers, it presents an overview of the ways peer review is used in various venues, both inside computing education and, for comparison, in closely-related areas outside our field. It considers four key components of peer review in some depth: criteria, the review process, roles and responsibilities, and ethics and etiquette. To do so, it draws on relevant literature, guidance and forms associated with peer review, interviews with journal editors and conference chairs, and a limited survey of the computing education research community. In addition to providing an overview of practice, this report identifies a number of themes running through the discourse that have relevance for decision making about how best to conduct peer review for a given venue. * Working group co-leader CCS CONCEPTS • Social and professional topics → Computing education.
A Web-Based Tool for Implementing Peer-Review
Over the last several years, engineering education has been in the process of reinventing itself. This unprecedented change is but a part of reform-driven shifts in teaching goals, pedagogical methods, and course content taking place across the nation at all levels of instruction. One facet of this change in engineering education has been a renewed emphasis on student teams and on student-provided formative feedback within an assessment process anchored in learning outcomes.
Reflection on peer reviewing as a pedagogical tool in higher education
Active Learning in Higher Education, 2022
Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direc...