Guided Peer Review For Graduate-Level Writing
Jennifer Kontak, Shaakira Sharif, Bethany Patterson, The Chicago School of Professional Psychology, United States
EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Students are earning undergraduate degrees, but lack proficiency in writing mechanics. Many of them immediately enter a graduate program, where writing skill levels are expected to be high. Online graduate students especially are expected to be self-learners, skilled at adapting quickly from the feedback they receive. This ongoing action research study seeks to discern new graduate student perceptions of feedback in a master of arts psychology program, and how both perceptions and skills change through the implementation of assistant-guided paired peer review. For this quantitative study, data will be collected in the form of perception surveys and amount of instructor feedback. Data will be analyzed for change in perception after implementation, difference in perception based on primary language and culture, and increased writing proficiency.
Kontak, J., Sharif, S. & Patterson, B. (2020). Guided Peer Review For Graduate-Level Writing. In Proceedings of EdMedia + Innovate Learning (pp. 1235-1239). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).
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