A Multidisciplinary Investigation of Student Perceptions of Peer Review

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-4 - Instructional Technology SIG Poster Session 1

Abstract

This study explored student perceptions of technology-supported peer review through the multi-disciplinary collaboration of six faculty members who implemented peer review to improve undergraduate student writing. Students found both reviewing and being reviewed beneficial and reported feeling comfortable in both roles. Tools that supported non-anonymous reviews were rated more highly than tools supporting anonymous reviews and students who reported knowing their reviewers rated the process more beneficial than student who did not know them. Both findings suggest that anonymity may not enhance students’ peer review experience and that students value non-anonymous feedback. Technology systems that permit inline annotation directly on student artifacts were preferred to those requiring comments and ratings to be made in a separate location.

Authors

• Jennifer Jill Kidd, Old Dominion University

• Julia Morris, Old Dominion University

• Julia Romberger, Old Dominion University

• Orlando Ayala

• Stacie Ringleb, Old Dominion University

• Rachel Schroeder, Old Dominion University

• Silvana Watson, Old Dominion University