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Abstract Title: Evaluating the use of peer review in introductory physics laboratory
Abstract: We evaluated the effectiveness of peer review in improving students' introductory laboratory report writing skills.  Two laboratory sections followed our standard scaffolded weekly report instructional approach, and two sections used peer review process on four of the reports, submitting only data and analysis on the others.  Peer review students submitted their report electronically, reviewed three peer reports, and then submitted their revised report to the instructor.  Initial and revised reports along with peer feedback were collected and analyzed.  The quality of reports from the two groups were similar throughout the semester although the peer review group wrote fewer reports. Students in both groups viewed the peer instructional approach as both a better instructional method and personally preferable.  Quality of feedback was an important concern of students about peer review, and the quality of feedback given to peers was a significant factor in students' own development as writers.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Scott Bonham
Western Kentucky University
1906 College Heights Blvd.
Bowling Green, KY 42101
Phone: 270-745-6196
Fax: 270-745-2014
and Co-Presenter(s)
Brian Luna