PeerPresents: A Web-Based System for In-Class Peer Feedback during Student Presentations
PeerPresents: A Web-Based System for In-Class Peer Feedback during Student Presentations
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DOI：
10.1145/2901790.2901816
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发表时间：
2016-06
期刊：
影响因子：
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通讯作者：
Amy Shannon;Jessica Hammer;H. Thurston;Natalie Diehl;Steven W. Dow
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文献类型：
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作者：
Amy Shannon;Jessica Hammer;H. Thurston;Natalie Diehl;Steven W. Dow
同伴反馈系统使学生得到反馈，而不会给教师造成很大的负担。然而，目前的系统通常要求学生在课后提供反馈；这给确保相关、及时、多样化和充足的反馈带来了挑战，并减少了学生反思的时间。本文探讨了同行反馈工具的现状，并介绍了一种名为PeerPresents的新型课堂同行评议系统，学生可以快速交换项目反馈，而无需承担课外额外工作的负担。通过谷歌文档的探索性研究和PeerPresents的初步评估，我们发现学生可以通过结构化的课堂活动获得即时、丰富和多样化的同伴反馈。学生们也将他们收到的反馈描述为有帮助的，并报告说他们给出的反馈比不使用该系统时更多。这些早期的结果证明了课堂同伴反馈系统的潜在好处。
Peer feedback systems enable students to get feedback without substantially burdening the instructor. However, current systems typically ask students to provide feedback after class; this introduces challenges for ensuring relevant, timely, diverse, and sufficient amounts of feedback, and reduces time available for student reflection. This paper explores the current landscape of peer feedback tools and introduces a novel system for in-class peer review called PeerPresents where students can quickly exchange feed-back on projects without being burdened by additional work outside of class. Through an exploratory study with Google docs and a preliminary evaluation of PeerPresents, we find students can receive immediate, copious, and diverse peer feedback through a structured in-class activity. Students also described the feedback they received as helpful and reported that they gave more feedback than without using the system. These early results demonstrate the potential benefits of in-class peer feedback systems.