Collaborative Research: Research in Student Peer Review: A Cooperative Web-Services Approach

数十万名学生使用在线同行评议申请来评论他们同学的成绩。虽然同行评议的学习收获被反复记录在案，但目前的系统并不总是产生准确的分数，而且经常给学生提供不充分的指导，说明什么是好的评议，导致随意的反馈。这项研究通过一组可被任何同行评审系统使用的公共Web服务，以及新的可视化来识别学生的优势和劣势，并衡量随着时间的推移而取得的进步，来解决这些问题。它将开发一套可供任何同行审查系统使用的网络服务，就像谷歌地图适用于任何想要显示位置数据的网站一样。这种共同的实施将使项目团队能够在各种情况下从大量学生那里收集数据，从而使我们拥有统计能力，以产生更令人信服的、高度概括的结果。写作过程中的同行审查是形成性评估的一个例子，即在接受者仍有机会改进其工作的情况下收到的反馈。几项研究发现，从形成性评估中获益最多的是那些在考试和标准化测试中通常表现不佳的学生。形成性评估倾向于为代表不足的少数族裔创造公平的竞争环境，允许这些学生在不担心自己的成绩受到影响的情况下接受同龄人的意见。

Hundreds of thousands of students have used online peer review applications to review their classmates' work. While learning gains from peer review have been documented repeatedly, current systems do not always produce accurate scores and often give inadequate guidance to students about what constitutes a good review, resulting in haphazard feedback. This research addresses these issues with a common set of web services that can be used by any peer review system, as well as new visualizations that identify students' strengths and weaknesses, and gauge improvement over time.This project differs from previous research that typically involves a single peer review system. It will develop a set of web services that will be usable by any peer review system in the same way that Google Maps is available to any website that wants to display location data. This common implementation will allow the project team to gather data from large numbers of students in a wide variety of contexts, thereby giving us the statistical power to produce more convincing, highly generalizable resultsPeer review during the writing process is an example of formative assessment, feedback that is received while the recipient still has a chance to improve his/her work. Several studies have found that the students who benefit most from formative assessment are those who typically underperform as measured by exams and standardized tests. Formative assessment tends to level the playing field for underrepresented minorities by allowing these students to receive input from their peers when they are not stressed about how their grade is being affected.