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Effectiveness of Calibrated Peer Review[TM] for Improving Writing and Critical Thinking Skills in Biology Undergraduate Students
ARTICLE

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Journal of Scholarship of Teaching and Learning Volume 8, Number 2, ISSN 1527-9316

Abstract

This study focuses on student development with Calibrated Peer Review (CPR)[TM], a web-based tool created to promote writing and critical thinking skills. Research questions focus on whether or not students showed improvement in writing and reviewing competency with repeated use of CPR in a senior-level biology course and whether the difference between higher performing and lower performing students decreased over time. Four repeated measures analyses were conducted with different sets of students. Repeated measures analyses indicate that students showed improvement in writing skills and reviewer competency with repeated use of CPR. The difference between higher and lower performing students decreased over time in both writing skills and reviewer competency. (Contains 5 tables and 3 graphs.)

Citation

Gunersel, A.B., Simpson, N.J., Aufderheide, K.J. & Wang, L. (2008). Effectiveness of Calibrated Peer Review[TM] for Improving Writing and Critical Thinking Skills in Biology Undergraduate Students. Journal of Scholarship of Teaching and Learning, 8(2), 25-37. Retrieved October 15, 2019 from .

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