Promoting Equitable Achievement in STEM: Lab Report Writing and Online Peer Review

Autor/inn/en	Culver, K. C.; Bowman, Nicholas A.; Youngerman, Ethan; Jang, Nayoung; Just, Craig L.
Titel	Promoting Equitable Achievement in STEM: Lab Report Writing and Online Peer Review
Quelle	In: Journal of Experimental Education, 90 (2022) 1, S.23-45 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Culver, K. C.) ORCID (Bowman, Nicholas A.) ORCID (Jang, Nayoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1799315
Schlagwörter	Equal Education; Academic Achievement; STEM Education; Content Area Writing; Electronic Learning; Peer Evaluation; Undergraduate Students; Engineering Education; Reports + Suchen Sie Ihr Suchwort? Schulleistung; STEM; Schriftliche Übung; Ingenieurausbildung; Abschlussbericht; Berichten
Abstract	Although effective technical communication is an important outcome of undergraduate education in STEM fields, limited process-based writing instruction occurs in these disciplines. This study employed an experimental design to examine the use of Calibrated Peer Review (CPR), an online peer review platform, to improve lab report writing in an environmental engineering course. Students who completed methods and discussion modules using CPR earned higher grades on the final lab report than students who completed abstract and introduction modules (which are generally less difficult to write) using CPR. CPR also had indirect effects on lab report grade that occurred via greater accuracy in assessing lab report quality. Moreover, CPR performance and lab report grades were almost entirely unrelated to student demographics, whereas exam grade was frequently much higher among students from dominant populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01