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

在美国国家科学基金会改善本科STEM教育（IUSE）计划的资助下，该项目将研究数字化的课堂同伴反馈系统如何改善技术领域基于项目的学习。它还将研究这种反馈系统如何适应不同的班级规模。这个项目关注的是对需要解决问题能力的工作的美国工人进行培训的日益增长的需求。它还解决了积极吸引那些由于社交障碍（如不适应公开演讲）而避免参与的学生的问题。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，作者和审稿人都是匿名的。这一特点可以减轻参与的社会障碍，促进公正的评价。这个项目旨在加强现有的基于网络的课堂同伴反馈系统。具体来说，它计划添加功能，使项目的作者能够？审查审稿人，？也就是说，向审稿人提供关于审稿质量或有用性的反馈。最初的研究将在卡耐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讨几个关于课堂同伴反馈的未回答的问题：如何通过反思活动来提高课堂同伴反馈的质量；如何利用社会因素，如情感表达和与同伴的联系感，增加对同伴反馈过程的参与；数字反馈应用程序（PeerPresents）生成的数据日志如何帮助教师进行评估和实施新的课堂活动或教学方法；以及在不同规模的班级中，课堂上的同伴反馈可能会有什么不同。PeerPresents将被用作开发干预措施的平台，并研究学生参与互惠同伴反馈的有效性。活动包括在教室中部署系统，采访学生和教师，评估所提供反馈的质量，以及分析系统日志。这项工作有可能为未来同伴反馈系统的设计提供信息，并改善大学课堂上的同伴反馈实践。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值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.