Peer Review In Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility (original) (raw)
Related papers
Education and Information Technologies, 2003
This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.
Evaluation of Undergraduate Students’ Involvement in Research Projects
The International Journal of Learning: Annual Review, 2009
Major changes have been taking place in Higher Education (HE) systems, part of them emerging to face the demands of the so-called Bologna Process. Within this context, researchers show a great concern with issues that may promote the quality of students' learning. One of these concerns focuses on the importance of linking teaching and research in undergraduate studies since year one. A recent initiative of the Portuguese Ministry of Science, Technology and Higher Education is the creation of conditions to straighten this link by creating a set of research grants to undergraduate students, the so called BII ("Bolsas de Integração na Investigação"). The students can apply to these grants and get involved in research projects coordinated by senior researchers. At the University of
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.
Motivating Students and Improving Quality of Learning Using Peer-Reviews
2012
This paper reports about a pedagogical experiment at Zaporozhye National University (ZNU) aiming at improving motivation and learning quality in Computer Science Bachelor programme. The major novelty in teaching and learning practice introduced in the experiment was the use of peer evaluation for the assessment of coursework reports in two disciplines-one in the II-nd and the other in the IV-th year of study. The results were compared to the historical data collected in the previous 3-4 years. Our experiment proved that exploiting students' aspirations for informal leadership and incurred competition constructively is effective and yields some increase in motivation to learn and learning quality. The assessments were also subjectively regarded as more clear and better justified by the students involved in the experiment. A good side effect is also that the students learn the working patterns of the professionals in their field broadly used in academia and industry for making qualitative and unbiased peer evaluations.
Growing a Peer Review Culture among Graduate Students
IFIP Advances in Information and Communication Technology, 2009
Usual processes for pursuing education excellence in a graduate 1 program are candidate selection, coursework, research, and thesis defense. In this paper, we present a complementary approach: the growing of a peer review culture among graduate students. We instruct first-year masters' and doctoral students on principles for preparing a thesis proposal. Students present their proposals in collective discussion sessions with feedback from professors. The students then submit their proposals through a web interface and are instructed on the role they will play next -of anonymous referees of their peers' proposals. The referee reports and general statistics are made available to all participating students and advisors. Updated proposals are submitted to an annual workshop open to all participating students and advisors. About 60 students take part in this annual series of seminars with peer review and workshop, generating 60 theses proposals and about 180 referee reports, 3 for each proposal. Students and their advisors receive detailed feedback on individual participation as author and referee. The main strength of the experience is the opportunity to assimilate the techniques of objective criticism and to reflect about the quality of own and others' work. The paper also outlines research and development issues related to our effort to enhance the peer review culture among graduate students.
Scientific initiation junior program: reflecting to build the future
2021
This article reports an experience in the PIBIC-EM Program, at UNICAMP. It aimed to train young multipliers of public health policies in municipal schools of Limeira. Some characteristics of action research were used as a methodological basis. It was assumed that adolescents are the target of actions, but that they generally do not actively participate in discussions regarding their condition as adolescents. We sought to reflect and build, along with these young people, a different way of thinking and acting as citizens, insofar as we worked along the lines of internalized research, understood here as an everyday attitude to be developed in different ways. The nature of the project allowed us to assist in the construction of a critical thinking, in the structuring of the identity of these young people, in the instrumentalization to identifying problems, and in the performance in their communities of origin. The adolescents were motivated to think, reflect, discuss, build solution st...
Undergraduate Research: The Initiative, Trend and Reform
Pakistan Journal of Medical and Health Sciences
The research isn't finished until published while the students must actively engage in all facets of scientific and professional culture.1This implies they must comprehend the profession's ideals while the students are taught the value of study, many fail to realize that study is not finished until it is printed.2 Releasing, peer review, and prioritization are all values of researchers that are not taught in textbooks, typical laboratories, or mass lectures.3 Students are sometimes included as co-authors in professional publications, although they are usually acknowledged. Rarely do students actively participate in both writing and peer review while the peer review and publishing will not be typical expectations of these essential encounters until then4.
Education Sciences , 2021
Nowadays one of the main focuses of the Spanish University system is achieving the active learning paradigm in the context of its integration into the European Higher Education Area. This goal is being addressed by means of the application of novel teaching mechanisms. Among a wide variety of learning approaches, the present work focuses on peer review, understood as a collaborative learning technique where students assess other student's work and provide their own feedback. In this way, peer review has the overarching goal of improving the student learning during this process. Peer review has been successfully applied and analyzed in the literature. Indeed, many authors also recommend improving the design and implementation of self and peer review, which has been our main goal. This paper presents an empirical study based on the application of peer review assessment in different higher education BSc and MSc courses. In this way, six courses from different studies at the University of Malaga in Spain are subject to the application of peer review strategies to promote student learning and develop crosswise skills such as critical thinking, autonomy and responsibility. Based on these experiences, a deep analysis of the results is performed, showing that a proper application of the peer review methodology provides reliable reviews (with close scores to the ones from the teacher) as well as an improvement in the students' performance.