scholarly journals CPRTM: Adopting An Out-Of-Discipline Innovation

2011 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Kay E. Strong
Keyword(s):  
Peer Review ◽  
Student Performance ◽  
Evaluation Criteria ◽  
Management Tool ◽  
Successful Outcome ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Student Work ◽  
Write To Learn ◽  
Calibrated Peer Review

Calibrated Peer Review (CPR) is a web-based instructional tool that encourages writing gain for students without adding grading pain for the instructor! The use of CPR provides students frequent opportunities to hone both writing as well as peer review skills in a guided environment. And once an assignment is authored, instructors have little to do beside monitor progress and arbitrate possible grading complaints! The four phase process of the Calibrated Peer Review reinforces learning of the content material and provides immediate assessment feedback. Students access the assignment by logging into CPR. Phase one involves the preparation and submission of the students text response to the writing assignment. During phase two the student evaluates three instructor written calibrations (high quality, mid quality and low quality) of the same assignment using pre-specified rubrics assessing content and style. An unsuccessful outcome prompts a return to the calibrations and a retry. A successful outcome moves the student forward into phase three. The software randomly selects three anonymous peer assignments. Using the same evaluation criteria the student assesses each assignment. At phase four, the student is presented his/her own assignment for self-review. Time limits at each phase insure timely completion of the assignment in full. The CPR tool provides immediate feedback on student performance at each phase. At the conclusion the CPR tool produces a complete set of results corresponding to performance at each phase; a score for the text entry, a score for the three calibrations, a score for the three peer reviews, a self-assessment score and concluding overall score. To bypass problems commonly associated with students reviewing student work, CPR has built in a set of weighting factors based on standard deviations which are reflected in the students own scores. Given its discipline-independent nature, Calibrated Peer Review makes an excellent instructional management tool to encourage students to read for content, master the content, write-to-learn, as well as, critically review writing.

PROBLEM-BASED WRITING WITH PEER REVIEW IMPROVES ACADEMIC PERFORMANCE IN PHYSIOLOGY

2002 ◽  
Vol 26 (3) ◽  
pp. 174-184 ◽  
Author(s):  
Nancy J. Pelaez
Keyword(s):  
Academic Performance ◽  
Peer Review ◽  
Student Performance ◽  
Group Work ◽  
Undergraduate Student ◽  
Multiple Choice ◽  
Extracellular Fluid ◽  
Class Discussion ◽  
Peer Reviews ◽  
Calibrated Peer Review

The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review™, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students “passed” three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as 1) problems recognizing levels of organization, 2) problems with cause/effect, and 3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

scholarly journals Improved Patient Notes from Medical Students during Web-Based Teaching Using Faculty-Calibrated Peer Review and Self-Assessment

2005 ◽  
Vol 80 (Supplement) ◽  
pp. S67-S70 ◽  
Author(s):  
Teresita McCarty ◽  
Marie V. Parkes ◽  
Teresa T. Anderson ◽  
Jan Mines ◽  
Betty J. Skipper ◽  
...  
Keyword(s):  
Medical Students ◽  
Peer Review ◽  
Self Assessment ◽  
Web Based ◽  
Calibrated Peer Review

scholarly journals The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

2016 ◽  
Vol 15 (4) ◽  
pp. ar51 ◽  
Author(s):  
K. F. Weaver ◽  
V. Morales ◽  
M. Nelson ◽  
P. F. Weaver ◽  
A. Toledo ◽  
...  
Keyword(s):  
Peer Review ◽  
Student Performance ◽  
Block Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Write To Learn ◽  
Senior Research ◽  
Student’S T ◽  
Composite Scores ◽  
The Impact

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student’s t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students’ writing abilities.

scholarly journals How Can Enterprise Risk Management Help in Evaluating the Operational Risks for a Telecommunications Company?

2021 ◽  
Vol 14 (3) ◽  
pp. 139
Author(s):  
José Ruiz-Canela López
Keyword(s):  
Risk Management ◽  
Banking Sector ◽  
Operational Risk ◽  
Field Work ◽  
Risk Identification ◽  
Enterprise Risk Management ◽  
Management Tool ◽  
Self Assessment ◽  
Operational Risks ◽  
Enterprise Risk

Operational risk is defined as the potential losses resulting from events caused by inadequate or failed processes, people, equipment, and systems or from external events. One of the most important challenges for the management of the company is to improve its results through its operational risk identification and evaluation. Most of Enterprise Risk Management (ERM) scholarship has roots in the finance/risk management and insurance (RMI) discipline, mainly in the banking sector. This study proposes an innovative operational risk assessment methodology (OpRAM), to evaluate operational risks focused on telecommunications companies (TELCOs), on the basis of an operational risk self-assessment (OpRSA) process and method. The OpRSA process evaluates operational risks through a quantitative analysis of estimates which inputs are the economic impact and the probability of occurrence of events. The OpRSA method is the “engine” for calculating the economic risk impact, applying actuarial techniques, which allow estimation of unexpected losses and expected losses distributions in a TELCO. The results of the analyzed business unit in the field work were compared with standardized ratings (acceptable, manageable, critical, or catastrophic), and contrasted against the company’s managers, proving that the OpRSA framework is a reliable and useful management tool for the business, and leading to more research in other sectors where operational risk management is key for the company success.

scholarly journals Peer Review in Law Journals

2021 ◽  
Vol 6 ◽  
Author(s):  
Jadranka Stojanovski ◽  
Elías Sanz-Casado ◽  
Tommaso Agnoloni ◽  
Ginevra Peruginelli
Keyword(s):  
Peer Review ◽  
Ethical Issues ◽  
Peer Review Process ◽  
Traditional Approach ◽  
Research Misconduct ◽  
Evaluation Criteria ◽  
Research Integrity ◽  
Publication Type ◽  
Chi Square

The field of law has retained its distinctiveness regarding peer review to this day, and reviews are often conducted without following standardized rules and principles. External and independent evaluation of submissions has recently become adopted by European law journals, and peer review procedures are still poorly defined, investigated, and attuned to the legal science publishing landscape. The aim of our study was to gain a better insight into current editorial policies on peer review in law journals by exploring editorial documents (instructions, guidelines, policies) issued by 119 Croatian, Italian, and Spanish law journals. We relied on automatic content analysis of 135 publicly available documents collected from the journal websites to analyze the basic features of the peer review processes, manuscript evaluation criteria, and related ethical issues using WordStat8. Differences in covered topics between the countries were compared using the chi-square test. Our findings reveal that most law journals have adopted a traditional approach, in which the editorial board manages mostly anonymized peer review (104, 77%) engaging independent/external reviewers (65, 48%). Submissions are evaluated according to their originality and relevance (113, 84%), quality of writing and presentation (94, 70%), comprehensiveness of literature references (93, 69%), and adequacy of methods (57, 42%). The main ethical issues related to peer review addressed by these journals are reviewer’s competing interests (42, 31%), plagiarism (35, 26%), and biases (30, 22%). We observed statistically significant differences between countries in mentioning key concepts such as “Peer review ethics”, “Reviewer”, “Transparency of identities”, “Publication type”, and “Research misconduct”. Spanish journals favor reviewers’ “Independence” and “Competence” and “Anonymized” peer review process. Also, some manuscript types popular in one country are rarely mentioned in other countries. Even though peer review is equally conventional in all three countries, high transparency in Croatian law journals, respect for research integrity in Spanish ones, and diversity and inclusion in Italian are promising indicators of future development.

scholarly journals Formation of the Culture of Working with Information in the Conditions of Distance Learning During the Covid-19 Pandemic

2021 ◽  
pp. 318-333
Author(s):  
Oleksandra Markiv
Keyword(s):  
Distance Learning ◽  
Average Rate ◽  
Evaluation Criteria ◽  
Main Task ◽  
Organizational Model ◽  
Self Assessment ◽  
Formative Stage ◽  
Before And After ◽  
Kyiv Polytechnic Institute ◽  
And Control

The main purpose of the study predetermines the main issue of the article: to show the importance of formation of a culture of working with information among students during distance learning, which means the ability to evaluate, perceive information, prevent manipulation, distinguish truth from falsehood. The main task is to assess the existing and desired level of this competence, to develop an organizational model of its formation which consists of the following components: goals and objectives, pedagogical conditions and evaluation criteria. The model was implemented simultaneously at the Drahomanov National Pedagogical University and National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” by teachers of humanities in experimental and control groups (16 people) in three stages: ascertaining, formative and final. A questionnaire and a self-assessment map of the formation of the culture of working with information were developed for the ascertaining stage; purposeful work with students was conducted (special tasks, discussion conversations, discussions) at the formative stage the results before and after the experiment were compared at the final stage in particular. Positive dynamics in the experimental group was noted, the average rate of formation increased. The proposed evaluation criteria – motivational, cognitive and activity ones have demonstrated practical value. It is advisable to recommend their use at other faculties. It is concluded that the organizational model is effective. The prospect of the study is the scientific substantiation of the implementation of the model among a wider range of students and the development of a distance specialized course.

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