CALIBRATED PEER REVIEW AND ASSESSING LEARNING OUTCOMES

摘要

The need for more focused and less-labor intensive assessment practices has brought new challenges, both for institutions and for individual educators. We elaborate on Calibrated Peer Review (CPR) - an end-to-end computer-mediated learning environment that seamlessly integrates writing as a vehicle for critical thinking into a technical or content course. Developed as a tool to help incorporate writing into the teaching of science, CPR moves well beyond the scope of most web-delivered educational software. We draw from experiences using CPR in two courses offered at Rose-Hulman Institute of Technology, RH131 (Rhetoric and Composition) and ECE 360 (Principles of Engineering Design). We focus on four questions. First, what is CPR? Second, how does CPR improve student learning? Third, how can CPR measure learning outcomes appropriate for an ABET-style assessment? And fourth, does the system serve as a de facto electronic portfolio in engineering education?