Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice

Autor/inn/en	Poe, Shelli M.; Gravett, Emily O.
Titel	Acknowledging Students' Collaborations through Peer Review: A Footnoting Practice
Quelle	In: College Teaching, 64 (2016) 2, S.73-83 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2015.1094441
Schlagwörter	Peer Evaluation; Citations (References); Undergraduate Students; Cooperation; Learning Activities; Transfer of Training; College Instruction + Suchen Sie Ihr Suchwort? Citations; Zitat; Co-operation; Kooperation; Lernaktivität; Training; Transfer; Ausbildung; Hochschullehre
Abstract	Student-to-student peer review or peer feedback is commonly used in student-centered or active-learning classrooms. In this article, we describe a footnoting exercise that we implemented in two of our undergraduate courses as one way to encourage students to acknowledge collaborations and contributions made during peer-review processes. This exercise was developed in response to a teaching problem well documented in the literature and often experienced firsthand in our own courses: students do not always transfer to future iterations of their work what they have learned in response to previous feedback. Following a description of the footnoting exercise, we analyze the resulting footnotes that the students produced. Finally, we discuss possible improvements to the assignment and avenues for future research. Contains a bibliography. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01