Collaborative Research: Scaling Design Critique Through Novel Interactive Systems for In-Class Peer Feedback

在NSF改善本科生STEM教育(IUSE)计划的资助下，该项目将调查数字化的课堂同行反馈系统如何改善技术领域的基于项目的学习。它还将调查这种反馈系统如何扩展到不同的班级规模。这个项目的重点是培训美国工人从事需要解决问题能力的工作的需求日益增长。它还解决了由于公共演讲不舒服等社会障碍而避免参与的学生的积极参与的必要性。有效的反馈是基于项目的学习的重要组成部分。该奖项将支持课堂上的反馈活动，学生可以从共享环境中学习。在使用的反馈系统中，作者和评审者都是匿名的。这一功能可能会减少参与的社会障碍，并促进公正的评估。该项目旨在加强现有的基于网络的课堂同行反馈系统。具体地说，它计划增加功能，使项目的作者能够？审阅审阅人？即向评审者提供关于评审的质量或有用性的反馈。初步研究将在卡内基梅隆大学和加州大学圣地亚哥分校进行。这个项目的目标是探索关于课堂同伴反馈的几个悬而未决的问题：如何通过反思活动提高课堂同伴反馈的质量；如何使用社会因素，如情感表达和与同伴的连接感，增加对同伴反馈过程的参与度；由数字反馈应用程序(PeerPresents)产生的数据记录如何帮助教师进行评估和实施新的课堂活动或教学；以及课堂同伴反馈如何在不同规模的班级中以不同的方式发挥作用。同辈呈现将被用作开发干预措施的平台，并研究学生对对等同辈反馈的参与度和有效性。活动包括在教室中部署该系统，采访学生和教师，评估提供的反馈的质量，以及分析系统日志。这项工作有可能为未来同行反馈系统的设计提供参考，并改进大学课堂中的同行反馈实践。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With funding from the NSF Improving Undergraduate STEM Education (IUSE) program, this project will investigate how digital, in-class peer feedback systems can improve project-based learning in technical fields. It will also investigate how such feedback systems scale to various class sizes. This project focuses on the growing need to train American workers for jobs that need problem-solving abilities. It also addresses the need to actively engage students who avoid participation, due to social barriers such as discomfort with public speaking. Effective feedback is an important part of project-based learning. This award will support feedback activities in the classroom, where students can learn from the shared environment. In the feedback system being used, both the author and the reviewers are anonymous. This feature may mitigate social barriers to participation and promote unbiased evaluation. This project aims to enhance an existing web-based, in-class peer feedback system. Specifically, it plans add functionality to enable the author of a project to ?review the reviewer,? i.e. to provide the reviewer with feedback about the quality or usefulness of the review. Initial studies will occur at Carnegie Mellon University and the University of California San Diego. The goal of this project is to explore several unanswered questions about in-class peer feedback: how to improve the quality of in-class peer feedback using reflection activities; how to increase engagement with the peer feedback process using social factors such as emotional expressiveness and a sense of connection to peers; how data logs generated by a digital feedback application (PeerPresents) can help instructors with assessment and with implementing new class activities or pedagogies; and how in-class peer feedback might work differently in classes of different size. PeerPresents will be used as a platform to develop interventions, and to study student engagement in and the effectiveness of reciprocal peer feedback. Activities include deploying the system in classrooms, interviewing students and instructors, evaluating the quality of feedback provided, and analyzing system logs. The work has the potential to inform the design of future peer feedback systems, as well as to improve peer feedback practices within college classrooms.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.