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A Web Based Tool For Implementing Peer Review

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

12.156.1 - 12.156.15



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Paper Authors


Patricia Carlson Rose-Hulman Institute of Technology

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Dr. Patricia A. Carlson received the BS from the College of William and Mary in 1968 and the MS and Ph.D. degrees from Duke University in 1969 and 1973 respectfully. Currently Dr. Carlson is Professor of American Literature and Director of PRISM, Department of Humanities and Social Science, Rose-Hulman Institute of Technology.

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Frederick Berry Rose-Hulman Institute of Technology

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Dr. Frederick C. Berry received the BS, MS, and DE degrees from Louisiana Tech University in 1981, 1983, and 1988 respectfully. He taught in the Electrical Engineering Department at Louisiana Tech University from 1982-1995. Currently Dr. Berry is Professor and Head of the Electrical and Computer Engineering Department at Rose-Hulman Institute of Technology.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Web-based Tool for Implementing Peer-Review 1.0 Introduction

Over the last several years, engineering education has been in the process of reinventing itself. This unprecedented change is but a part of reform-driven shifts in teaching goals, pedagogical methods, and course content taking place across the nation at all levels of instruction. One facet of this change in engineering education has been a renewed emphasis on student teams and on student-provided formative feedback within an assessment process anchored in learning outcomes.

The authors report on the integration of Calibrated Peer Review™ (CPR™) – a web-delivered student feedback tool – used in three courses at Rose-Hulman Institute of Technology. Since academic year 2002, the authors have developed course activities that highlight writing and peer evaluation as central components of

• RH131 (Rhetoric and Composition): An introductory composition course required of all students at this college of engineering. • ECE 361 (Engineering Practice): A sophomore-level course covering project design specifications, team roles, effective conduct of team meetings, written and oral communication skills, ethics and professionalism, completion of team project(s). • ECE 362 (Principles of Design): A junior-level course covering conceptual design, scheduling, project management, business plan, market survey, and budgeting that culminates in a written proposal and oral presentation requesting funds for development of a product.

We report on the results of our using this method of giving student-generated feedback, which has been successfully used by hundreds of engineering students over the course of several years at RHIT. The paper and the poster examine CPR™’s approach to implementing peer review and how these methods measure up to generalized expectations for computer-mediated collaborative assessment.

2.0 Peer Review, Outcomes Assessment, and Formative Feedback

Reform-driven engineering education incorporates various types of collaborative learning experiences. Such pedagogy yields a number of gains for modern engineering education. Peer review is an especially fruitful technique, whose instructional outcomes should:

• Enhance students’ meta-cognitive abilities in a complex process by fostering, higher- order activities, such as those represented by the upper levels of Bloom’s Taxonomy [1] • Encourage students to move toward mature, professional behaviors, such as the progression outlined by the Perry Model [9]. Within this framework, the student progressively moves from depending on external, “teacher-centered” authority to a more self-assured ability to reconcile multiple perspectives, to tolerate ambiguity, and to reflect on the process itself (meta-cognition).

Carlson, P., & Berry, F. (2007, June), A Web Based Tool For Implementing Peer Review Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2822

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