Start Date
12-13-2015
Description
Well-designed peer review and assessment tasks have been shown in several studies to increase students' engagement in courses and to help their ability to critique and evaluate work. These positive effects are primarily achieved through a "change of hats”, from writer to reviewer. Peer assessment by three to five students has been shown to be as valid as marking by teaching staff (e.g., lecturers or tutors). In this paper, I share an information technology (IT)-enabled peer review model with scaffolded assignments. The model is based on the idea of scaffolding peer-assessed assignments. That is, reading other students’ assignments becomes relevant for the reviewing student’s next assignment to make undertaking the review more interesting and relevant. In addition, the model considers several peer review quality assurance measures, including detailed marking rubrics, marks for review quality and meta-review by teaching staff.
Recommended Citation
Schlagwein, Daniel, "Students as Reviewers and Lecturers as Editors: The Peer Review with Scaffolded Assignments Model" (2015). ICIS 2015 Proceedings. 9.
https://aisel.aisnet.org/icis2015/proceedings/ISedu/9
Students as Reviewers and Lecturers as Editors: The Peer Review with Scaffolded Assignments Model
Well-designed peer review and assessment tasks have been shown in several studies to increase students' engagement in courses and to help their ability to critique and evaluate work. These positive effects are primarily achieved through a "change of hats”, from writer to reviewer. Peer assessment by three to five students has been shown to be as valid as marking by teaching staff (e.g., lecturers or tutors). In this paper, I share an information technology (IT)-enabled peer review model with scaffolded assignments. The model is based on the idea of scaffolding peer-assessed assignments. That is, reading other students’ assignments becomes relevant for the reviewing student’s next assignment to make undertaking the review more interesting and relevant. In addition, the model considers several peer review quality assurance measures, including detailed marking rubrics, marks for review quality and meta-review by teaching staff.