{"id":1910,"date":"2016-09-23T05:02:28","date_gmt":"2016-09-23T13:02:28","guid":{"rendered":"https:\/\/blogs.ubc.ca\/iiqbal\/?p=1910"},"modified":"2017-02-18T09:58:19","modified_gmt":"2017-02-18T17:58:19","slug":"calibrated-peer-review-an-introduction","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/iiqbal\/2016\/09\/23\/calibrated-peer-review-an-introduction\/","title":{"rendered":"Calibrated Peer Review: An introduction"},"content":{"rendered":"

\"Student\"<\/a><\/p>\n

I am enthusiastically involved in a project in which I am helping instructors implement writing assignments that use student peer feedback into their courses (see note 1). I am loving this initiative and the learning; plus, it is a neat extension of the work I have been doing on peer review of teaching.<\/p>\n

Today\u2019s post is a brief introduction to Calibrated Peer Review<\/strong><\/a> (CPR), a web-based writing and peer review tool that is being used in one of the re-designed courses.<\/p>\n

Calibrated Peer Review (CPR) automates the process of distributing writing assignments to the students and then manages a peer review process that involves four steps, in which students:<\/span><\/p>\n

    \n
  1. Submit a writing assignment<\/span><\/li>\n
  2. Undergo a process whereby their review skills are calibrated<\/span><\/li>\n
  3. Review peers’ writing, and <\/span><\/li>\n
  4. Assess their own writing assignment<\/span><\/li>\n<\/ol>\n

    The instructor need not grade the assignments and the CPR system automatically compiles grades (Likkel, 2012; Schneider, 2015). <\/span><\/p>\n

    According to the CPR website<\/a>, compelling reasons to use CPR include that it:<\/span><\/p>\n