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Motivating Effective Peer Review With Extra Credit And Leaderboards

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

IT-based Instructional Technologies

Tagged Division

Information Systems

Page Count

8

Page Numbers

15.886.1 - 15.886.8

Permanent URL

https://peer.asee.org/16353

Download Count

41

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Paper Authors

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Edward Gehringer North Carolina State University

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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.

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Abhishek Gummadi North Carolina State University

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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.

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Reejesh Kadanjoth North Carolina State University

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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.

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Yvonne Marie Andrés Global Schoolnet.org

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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.

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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. https://peer.asee.org/16353

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015