Post Tagged with: "Peer review"

Improving Students’ Writing Abilities Through Peer Review

Alma P. Olaguez, M.S., Department of Psychological Science What Makes a Good Paper? Most students can differentiate a good writing sample from a bad writing sample. However, most students have difficulty producing concrete reasons why a paper is bad beyond “It just doesn’t flow.” Most importantly, the students who cannot produce concrete reasons are the students who struggle with writing the most. By having students identify what makes a paper “bad” […]

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Learning through Writing Assignments

Jinna Kim, Department of Sociology Instructors often use writing assignments to assess students’ learning. There are many ways that writing assignments can be a form of active learning, especially when considering it as a writing process. Below are suggestions for implementing effective writing assignments that will enhance student learning. Writing Workshops Devote a class session to discuss assignment expectations and guidelines (ex. formatting, citations). Instructors can also connect with librarians […]

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The Benefits of Multirole In-Class Critiques for Students

Ivy Guild, MFA, Department of Art Typically used in design or art-oriented courses, a critique is a collaborative feedback technique for providing students with oral formative and summative assessments from their instructor and peers. In most educational settings, written formative and summative assessments provide the majority of the feedback that students and instructors receive. These assessments vary in form, but are typically restricted to experiences between the student and instructor, […]

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Incorporation of Collaborative Learning in Classroom Teaching

Jawad Fayaz, Department of Civil & Environmental Engineering For centuries, classroom teaching has been mainly based on the conventional approach of lecturing by faculty members and learning being evaluated by traditional examinations. This approach does not lead to the development of highly required skills such as critical thinking, communication, and leadership. Recent research demonstrates that classroom discussion, collaborative learning/teaching, and team experiences are usually required to enhance these skills. Nevertheless, the […]

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Why the Student-Centered Classroom Might be Key to Conducting More Effective Peer Review Sessions

Franziska Tsufim, M.A., Department of English Over the years, students in my composition classes have repeatedly complained that peer review was a “waste of time”. My students’ experience is not unique. Although most writing teachers use peer review in their classrooms, many report that students often dislike the activity (Wagner; Gooblar). The underlying idea behind peer review is innovative: peer feedback should remove the focus away from the teacher to […]

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