At a Glance

Discipline

  • Humanities
  • Interdisciplinary

Instructional Level

  • University

Course

  • PHIL201; 221

Tasks in Workflow

Social Plane(s)

  • Individual

Type of Tasks

  • Reviewing & assessing peers
  • Revising & improving
  • Writing

Technical Details

Useful Technologies

  • Peerceptiv

Class size

  • Large (100-250)

Time

Semester long

Instructional Purpose

  • Assessment & knowledge refinement
  • Application & knowledge building

Socio Affective Engagement

  • Array
  • Array

Overview

Students get experience with a better model of writing in this activity, which employs Peer Assessment as the Active Learning strategy. The activity takes place over the course of the semester, beginning after week 2-3.The value of this for the students is in giving them experience with understanding the nature of revision in the writing process and making good use of critique and feedback.

After introducing students to Peerceptiv, students are asked to write a paper and publish it on Peerceptiv. Every student's paper is then sent to 4 student reviewers who comment and rate the paper according to questions ...

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Students get experience with a better model of writing in this activity, which employs Peer Assessment as the Active Learning strategy. The activity takes place over the course of the semester, beginning after week 2-3.The value of this for the students is in giving them experience with understanding the nature of revision in the writing process and making good use of critique and feedback.

After introducing students to Peerceptiv, students are asked to write a paper and publish it on Peerceptiv. Every student's paper is then sent to 4 student reviewers who comment and rate the paper according to questions set by the instructor. Students revise their paper and rate their commenters. After the second submission, a new set of 4 student reviewers read and evaluate the paper. Peerceptive assigns a grade to each paper based on the student evaluation process.

Read Less -

Instructional Objectives

It provides a way for students to develop a system of writing and evaluating during the writing process.

Workflow & Materials

Contributor's Notes

Benefits

  • This contributes to a skills-based education
  • In larger courses without TAs, students will be able to benefit from feedback and learn to incorporate revising and receiving feedback into their writing process.
  • Being in a position of an evaluator helps students improve their own writing, as they are guided by the comment prompts given by the professor for evaluating their peers.

Challenges

  • Submissions in French make the process more difficult as not all students are able to read and comment in French
  • It is a challenge if people submit late as they get left out of the round of feedback
  • The web-based nature of the activity takes some adjustment to learn for the students

Tips

  • In order to accomodate French submissions, manually set up a separate group to evaluate each other
  • It is useful to show students that grades are often higher in this process as it helps motivate students. In order to accommodate people who resist the process, give them an option for a final grade with the instructor.
  • Talking to an instructor who has done the process can be beneficial when first implementing the activity for the first time.
  • Start the activity very early in the term (first 2-3 weeks), and organize course topics to allow students to find paper topics early enough.

Feedback

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