Peer-Review in Practice: Eight Years of Aropä

Autor/inn/en	Purchase, Helen; Hamer, John
Titel	Peer-Review in Practice: Eight Years of Aropä
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 7, S.1146-1165 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1435776
Schlagwörter	Peer Evaluation; Assignments; Foreign Countries; College Students; Computer Uses in Education; Scoring Rubrics; Case Studies; Art Education; Medical Education; Science Education; Engineering Education; Social Sciences; Biological Sciences; United Kingdom (Glasgow); New Zealand; Malaysia; Ohio (Columbus) + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Ausland; Collegestudent; Computernutzung; Scoring formulas; Auswertungsbogen; Case study; Fallstudie; Case Study; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Medizinische Ausbildung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Abwasserbiologie; Neuseeland
Abstract	Articles discussing and analysing student peer-review activities proliferate the educational literature, typically describing one or more class exercises where students provide feedback on each other's work. These papers usually focus on a peer-review activity designed as a scholarly study, and make conclusions about its success or otherwise. There is not one standard model for 'peer-review', and information on the many different assessment designs used is distributed over an increasing number of publications and websites. This paper provides a meta-review of peer-review activities as they are implemented in practice, using configuration data from over a thousand assignments conducted using an online peer-review system during an eight-year period. We present data on the wide variety of assignment designs and the parameters that comprise them, their rubrics, and comparisons between subject areas. Information on the norms and range of all decisions to be made will encourage instructors (both new to and experienced in conducting peer-review activities) to reflect on and justify the choices they make. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01