This project examined whether technology-assisted peer review enhanced active learning and student performance in more traditional classroom settings. Using direct (student papers) and indirect (student surveys) forms of assessment, we found that technology-assisted peer review was an effective means to improve student performance on papers, relative to peer review using hardcopies. Our findings also point towards the beneficial effects of anonymous peer review and of providing students with appropriate incentives and motivation to undertake the review.
At the end of this session, participants should be able to:
1. Use technology-assisted peer review in their classes
2. Understand the challenges and rewards of using technological tools for student peer reviews
No recent activity