Motivating Effective Peer Review With Extra Credit And Leaderboards
- Conference
- Location
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Louisville, Kentucky
- Publication Date
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June 20, 2010
- Start Date
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June 20, 2010
- End Date
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June 23, 2010
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Information Systems
- Page Count
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8
- Page Numbers
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15.886.1 - 15.886.8
- DOI
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10.18260/1-2--16353
- Permanent URL
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https://peer.asee.org/16353
- Download Count
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589
Paper Authors
Edward Gehringer North Carolina State University
Ed Gehringer, efg@ncsu.edu, is Associate Professor of Computer Science and Computer Engineering at North Carolina State University. His main research area is collaborative learning technology. He received his Ph.D. degree from Purdue University, and taught at Carnegie Mellon University, and Monash University in Australia.
Abhishek Gummadi North Carolina State University
Abhishek Gummadi, agummad@ncsu.edu, is a graduate student in the Department of Computer Science at North Carolina State University. He is working on a masters thesis on the role of game mechanics in motivating effective peer reviewing.
Reejesh Kadanjoth North Carolina State University
Reejesh Kadanjoth, rkadanj@ncsu.edu, is a graduate student in the Department of Computer Science at North Carolina State University. He is working on a masters thesis on supporting the creation of large documents such as wiki textbooks in an online peer-review system.
Yvonne Marie Andrés Global Schoolnet.org
Yvonne Marie Andrés, yvonne@gsn.org, is the President & CEO of the Global SchoolNet Foundation, which partners with schools, communities and businesses to provide online collaborative learning programs that prepare students for the workforce and help them to become responsible and literate global citizens.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Motivating Effective Peer Review with Extra Credit and Leaderboards
Abstract
Peer review is a pedagogically sound practice that has found its way into education in all fields, including engineering. Students are often skeptical of its value, and don’t give it the attention it merits. We have implemented several facilities to address this need in our Expertiza peer-review system. Rubric-based review guides each student through the review process. Metareviewing is performed to assign scores to each reviewer’s reviews. Scores for reviewing can be factored into the student’s grade. Leaderboards allow students to see, with permission, who are the class leaders in categories such as submitted work and review quality. We are currently working on implementing an approach to awarding extra credit to reviewers for interacting with their authors more frequently than required.
1. Motivation
Online gaming plays an important role in the lives of many of our students. They compete with each other to earn points and achieve status. The rewards motivate them to spend hours working on task. Suppose we could entice our students to contribute to each other’s learning experience by awarding points for providing formative feedback and answers to each other’s questions. This, it turns out, can be accomplished by a simple extension to student peer review. Expertiza [1, 2] is a Web-based system for peer-reviewing student work. After students submit their work by uploading a file or writing on a wiki, other students are assigned to review their work. Author and reviewer communicate in double-blind fashion using rubrics. The reviewer fills out a rubric that includes several questions about the author’s work, as
Figure 1. Filling out a review form Proceedings of the 2010 American Society for Engineering Education Annual Conference & Exposition 1 Copyright ∏ 2010, American Society for Engineering Education
Gehringer, E., & Gummadi, A., & Kadanjoth, R., & Andrés, Y. M. (2010, June), Motivating Effective Peer Review With Extra Credit And Leaderboards Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16353
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