Peer review: Does it really help students?

Ben Kenwright

doi:10.2312/eged.20161023

Peer review: Does it really help students?

Ben Kenwright

Research output: Contribution to conference › Paper › peer-review

1 Citation (Scopus)

Abstract

Student peer review has long been a method for increasing student engagement and work quality. We present notes on teaching tips and techniques using peer review as a means to engage students interest in the area of computer graphics and interactive animation. We address questions, such as, when feedback fails, why students should be 'trained' on feedback, and what constitutes a 'constructive' review. We present a case study around the structure and workings of a module - and its success in encouraging collaborative working, group discussions, public engagement (e.g., through wikis and events), and peer review work.

Original language	English
Pages	31-32
Number of pages	2
DOIs	https://doi.org/10.2312/eged.20161023
Publication status	Published - 2016
Event	37th Annual Conference on European Association for Computer Graphics 2016 - Lisbon, Portugal Duration: 9 May 2016 → 13 May 2016

Conference

Conference	37th Annual Conference on European Association for Computer Graphics 2016
Abbreviated title	EUROGRAPHICS 2016
Country/Territory	Portugal
City	Lisbon
Period	9/05/16 → 13/05/16

Keywords

Assessment
Format
Graphics
Peer review
Physics
Teaching
Technical

ASJC Scopus subject areas

Computer Graphics and Computer-Aided Design

Access to Document

10.2312/eged.20161023

Cite this

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title = "Peer review: Does it really help students?",

abstract = "Student peer review has long been a method for increasing student engagement and work quality. We present notes on teaching tips and techniques using peer review as a means to engage students interest in the area of computer graphics and interactive animation. We address questions, such as, when feedback fails, why students should be 'trained' on feedback, and what constitutes a 'constructive' review. We present a case study around the structure and workings of a module - and its success in encouraging collaborative working, group discussions, public engagement (e.g., through wikis and events), and peer review work.",

keywords = "Assessment, Format, Graphics, Peer review, Physics, Teaching, Technical",

author = "Ben Kenwright",

note = "Publisher Copyright: {\textcopyright} 2016 The Author(s). Copyright: Copyright 2020 Elsevier B.V., All rights reserved.; 37th Annual Conference on European Association for Computer Graphics 2016, EUROGRAPHICS 2016 ; Conference date: 09-05-2016 Through 13-05-2016",

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doi = "10.2312/eged.20161023",

language = "English",

pages = "31--32",

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AB - Student peer review has long been a method for increasing student engagement and work quality. We present notes on teaching tips and techniques using peer review as a means to engage students interest in the area of computer graphics and interactive animation. We address questions, such as, when feedback fails, why students should be 'trained' on feedback, and what constitutes a 'constructive' review. We present a case study around the structure and workings of a module - and its success in encouraging collaborative working, group discussions, public engagement (e.g., through wikis and events), and peer review work.

KW - Assessment

KW - Format

KW - Graphics

KW - Peer review

KW - Physics

KW - Teaching

KW - Technical

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Y2 - 9 May 2016 through 13 May 2016

ER -

Peer review: Does it really help students?

Abstract

Conference

Keywords

ASJC Scopus subject areas

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