Contributed paper list

   (Thursday 17th, 15:45-17:15)   In session C14C

Using Calibrated Peer Review™ in introductary statistics courses


Melissa Q Pittard, William S Rayens


Melissa Q Pittard (United States)


The two most common challenges when grading written assignments in large undergraduate statistics courses are finding the time, and getting students meaningfully involved in feedback provided by the effort. Simple, paper-exchange peer grading is one option, but it can be difficult to implement, and more difficult to ensure that students are taking the process seriously. Calibrated Peer Review™ (CPR), is a “web-based, instructional tool” that was designed to electronically facilitate peer grading, while also attempting to address the integrity of the students’ effort in the grading process and provide students with an extended learning experience. This article discusses students’ and instructors’ perceptions of and experiences with CPR in large undergraduate statistics classes at the University of Kentucky.