How does student peer review influence perceptions, engagement and academic outcomes? A case study
How does student peer review influence perceptions, engagement and academic outcomes? A case study
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学生的同行评审如何影响看法、参与度和学术成果？
DOI：
10.1080/02602938.2013.860421
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发表时间：
2014
影响因子：
4.4
通讯作者：
Jon M. Pearce
中科院分区：
文献类型：
--
作者：
R. Mulder;Chi Baik;Ryan S. Naylor;Jon M. Pearce
让学生参与同行评议有许多教学上的好处，但很少有研究明确调查同行评议的内容，学生的看法和评估结果之间的关系。我们在澳大利亚一所研究型大学的一个三年级的本科科目中进行了一项关于同行评议的案例研究，其中我们考察了：（1）学生在同行评议之前和之后对同行评议过程的看法，（2）同行评议的内容和采用了什么样的反馈，（3）参与同行评议对评估任务中的表现（成绩）的影响。绝大多数学生认为同行评议是有益的，并有机会参加同行评议导致了显着改善提交评估的工作质量。从同行评议中受益最多的学生是那些成绩低于中位数的学生，受益的程度与学生参与同行评议过程的程度有关。我们的研究证实，参与同行评议可以导致性能和学习成果的重要改进。
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes.