Consistency of Student Peer-Review
Presented by Lincoln Gray, Faculty, CISAT, JMU
There is a need for students to learn and practice peer review. Inclusion of peer-review can increase student engagement in learning. Two Web-based psychophysical scaling methods were evaluated as candidate instruments of peer review by students. The methods were investigated in small-group, student-centered learning exercises termed “Problem-Based Learning” (PBL) where students decide what to learn and when that learning is achieved. Forty-seven students and 11 faculty facilitators in eight PBL groups voluntarily participated as subjects. Subjects indicated the perceived similarity between all pairs of students (unconstrained judgments) as well as voted for which student in each pair performed better in their group (directional global judgment). A demonstration of the on-line survey can be seen at http://www.uth.tmc.edu/oto/lab/. Students were more consistent than chance both within and between observers in the forced choice votes and as a group in the proximity judgments. Students agreed with faculty and approached being more consistent than faculty. The demonstrated reliability and validity of peer review suggests that these methods should be considered as a component of student learning.
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