Writing helps students learn (Gingerich et al., 2014; Nevid, Ambrose, & Pyun, 2017; Nevid, Pastva, & McClelland, 2012). Assessing the written work of peers additionally can help students develop skills such as critical analysis, reflection, and use of criteria (Dochy, Segers, & Sluijsmans, 1999; Nicol, Thomson, & Breslin, 2014), and past research has shown it to be reliable and valid enough for grading purposes (Falchikov & Goldfinch, 2000; Pare & Joordens, 2008; Topping, 1998). Yet students in our large Introductory Psychology classes lacked belief in their own and others’ abilities conduct peer assessments. We developed a Peer Assessment Training (PAT) workshop that improves students’ confidence in their peers abilities, as well as the quality of their own written work. This session is the first of a two-part series designed to help you prepare to implement the PAT to accompany peer assessment in your course. In this first part, we will demonstrate the PAT, provide an overview of the evidence of its efficacy, and offer some resources for adapting the PAT for your context. The second part (to be scheduled in August) will be designed as a hands-on workshop to prepare for fall classes.
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Key Speakers
Dr. Peter Graf
Professor Department of Psychology
Dr. Catherine Rawn
Senior Instructor Department of Psychology
