Astronomy and Astrophysics – Astronomy
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20917008l&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #170.08; Bulletin of the American Astronomical Society,
Astronomy and Astrophysics
Astronomy
Scientific paper
We studied the effect of the web-based tool “Calibrated Peer Review” ™ on student confidence in their ability to recognize the quality of their own work. CPR can be used in large enrollment classes to allow a controlled peer review of moderate length student essays. We expected that teaching students how to grade an essay and having them grade their own work would increase confidence in assessing the quality of their own essays, and the results support this.
Three introductory astronomy classes participated in this study during 2005 at the University of Wisconsin Eau Claire, a four year university. Four essays were assigned in both the experimental class (104 students) and the control classes (34 students). In the comparison classes, the student was given a score on the essay and perhaps a few written comments. The experimental group used the CPR tool, in which they are taught how to evaluate the essay, evaluate assignments written by peers, and evaluate their own essay.
Three survey questions were used to characterize the change in confidence level in ability to assess their own work. The survey results from a survey at the end of the semester were compared to results from the same survey administered at the beginning of the semester. A measurable effect on the average confidence level of the experimental class was found. By the final survey, significantly more of the CPR students had changed to a more positive statement in indicating their confidence in evaluating their own written work. There was no effect seen on the classes that wrote essays but did not use the CPR system, showing that this result is due to using the CPR system for the essays, not just writing essays or becoming more confident during the course of the semester.
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