Calibrated Peer Review� (CPR): Using Technology to Get the Most by 7G13Xd36


									Calibrated Peer Review™ (CPR):
Using Technology to Get the Most
  Out of a Writing Assignment
        Dr. Laurie S. Starkey
   Chemistry Dept., Cal Poly Pomona (909) 869-3670
     Calibrated Peer Review™
           What is CPR?
• Web-based tool which enables peer-
  reviewed writing assignments
• Students, faculty log in with password at
  to access assignments
• Use and access are currently free; servers
  are maintained by UCLA

 CPR Assignment Components
   Stage 1: Text Entry Stage
• Essay assignment is given online
  – Links to supporting materials, relevant web
    sites, animations, etc., are provided
  – Student Instructions, Guiding Questions and
    Writing Prompt are also available
  – Essay must be formatted using simple HTML
    tags (can Preview before submitting)
• Student submits essay online before text
  entry deadline (CPR verifies word count)
   CPR Stage 2: Calibration Stage
• Begins only after text entry deadline
• Student reads, evaluates 3 Calibration Essays
  – faculty-generated essays are of varying quality
  – Evaluation: Student answers 10-12 Calibration
    Questions for each essay and assigns 1-10 score
• Student views Calibration results
  – Do Student’s answers match Instructor’s answers?
  – Feedback is provided for each Calibration Qn
  – Student can retake Calibration after failing
• Student becomes “Expert” Reviewer
     Sample Calibration Questions
• Content (accurate, complete)
  – Does the essay conclude that “150.0 m” has four
    significant figures?
  – Does the essay identify George Washington as the
    first president of the United States of America?
  – Are there scientific errors in the essay, such as
    incorrect definitions or misleading statements?
• Style (coherent, integrated, grammar)
  – Does the essay have a descriptive topic sentence?
  – Is the author’s argument easy to follow? (Y/N)
  – Are there spelling errors? (None, Some, Many)       5
    CPR Stage 3: Review Stage
• Begins after passing Calibrations Stage
• “Review”= Answer Questions, Score 1-10
• Student reviews three classmates’ essays
  – Anonymous and randomly assigned
  – “Classmates” may include the instructor, TA’s,
    grad students, faculty, etc.
• Student performs a self-evaluation
  (reviews his or her own work)
    CPR Stage 4: Results Stage
• Did Student “master” review of peers?
  – Student’s 1-10 rating is compared to average
  – Instructor sets maximum allowable deviation
• Student views detailed reviews of his/her
  own text
  – Four reviews have been performed: three peer
    reviews plus Self-Assessment
  – Compare answers for each Calibration Question
  – View feedback provided by peers
Computing CPR Assignment Grade
• Student’s Text Entry (30 points)
  – Calculates weighted average score based on reviews
  – Score of 10 = 30 pts; Score of 5 = 15 pts
• Student’s Calibrations (3 x 10 points each)
  – Pass = 10 pts; Pass after retake = 5 pts; Fail = 0 pts
• Reviews performed by Student (3 x 10 points ea)
  – Within allowable deviation = 10 pts; exceeds = 0 pts
• Student’s Self-Assessment (10 points)
  – Within allowable deviation = 10 pts; exceeds = 0 pts
      Advantages to using CPR
• Getting more out of a writing assignment
   – Time on task: write, read 6 essays, self-reflect
   – Evaluates and promotes reading comprehension and
     critical thinking
   – Ideal for content-heavy assignments
• Lots of feedback, little Instructor’s time
   – Peers are trained to be reviewers
   – Utilizes time outside of class
• Give Pre-Service teachers grading experience
• Provides experience using HTML

         Is CPR right for me?
• Ideal for online courses or source materials
• Assignment runs about 2 weeks
• Not suitable for every writing assignment
  – Develop Calibration Qns with Y/N answers
• Need significant time for initial investment
  (authoring a CPR assignment)

       How do I begin using CPR?
• Library contains over 170 CPR assignments
  – Chemistry, Biology, English, Theater, etc.
• Contact CPP CPR Administrator (L. Starkey)
  –   Provide Handouts (Intro to CPR; Authoring Assignments)
  –   Create faculty user; give authoring privileges
  –   Create a course
  –   Create CPR accounts for student users
  –   Add students to CPR course
• Attend UCLA workshop, July 19-21, 2006

• UCLA workshop, Summer 2001
  – Arlene A. Russell, Krista Motschiedler Brand

• Cal Poly Faculty Computing Support Center

• Cal Poly Pomona Chemistry Department


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