CPR

1
CPR

• Calibrated Peer Review rescues writing in large
  classes

2
What is CPR?

• Web-based program that enables frequent writing
  assignments even in large classes
• discipline independent and level independent
• create your own writing assignments or use the
  assignment library

3
How does CPR work?

• Students receive assignments and submit their
  written work
• Students evaluate against calibration essays
• Students evaluate the work of peers
• Students evaluate their own work
• Typically students then rewrite their essay using
  the critical evaluations as guide

4
How are Students graded?

• how they evaluate the calibration essays
• how consistent they are within the evaluations of
  the peer essays
• the evaluations of their peers (lt50)
• Self-evaluation
• (possible instructor override)

5
CPR home

• http//cpr.molsci.ucla.edu/
• Tour
• White Paper
• Library

6
To Use CPR

• Sign up with Institutional Coordinator (me)
• Names and UINs of all students
• Create course
• Choose assignment(s) from Library
• or
• Create new assignment
• Give students timeline for completion (2 weeks)
  of each assignment

7
Making CPR Assignments

• Most complicated part of CPR
• 1. Go to CPR Workshop to learn how
• 2. Dive in and learn while doing
• Create 3 calibration essays
• Setup instructions for students
• Gather source materials
• Create evaluations- 1 for grammar, 1 for content

8
CPR in practice at UIUC

• 4-5 profs in Geology use it
• 50/50 large/small classes
• Used 3 years now in large (360) enrollment
  class
• Started with canned ie. Library assignments
• Now have 5-6 institutional assignments

9
CPR in use at UIUC

• Use a writing assignment set of review
  questions that fit well with your course your
  teaching goals.
• For GEOL 118, Fall, 2005 assignment worked MUCH
  better than Fall, 2004 assignment because of the
  better fit to the course. In addition, using an
  assignment that emphasized personal thoughts
  opinions made plagiarism more difficult compared
  to using a fact-based writing assignment, e.g.,
  describe a major historic natural disaster.

10
More using CPR

• Provide clear specific instructions for
  students, including the basis for their grading
  such as the specific nature of review questions
• Provide students the opportunity to appeal any
  grading they consider unfair, however students
  need to support their appeal with a detailed
  explanation. Instructor reviews grade appeals
  and can increase grade, decrease grade, or leave
  grade unchanged. Instructor responds to student
  appeals with a detailed explanation of instructor
  review action

11
Addressing student concerns

• Students express concerns about possible
  unfairness of being graded by fellow students.
  After CPR assignment was completed, there were
  very few student complaints or student requests
  for instructor review of possible unfair grading
• Must clearly explain that most of grade is NOT
  peer evaluations

12
Keys to success

• Using an assignment that emphasized personal
  thoughts opinions made plagiarism more
  difficult compared to using a fact-based writing
  assignment. Clear specific instructions for
  students, including the basis for their grading
  such as the specific nature of review questions
• Allow appeals of any grading they consider
  unfair, students need to support their appeal
  with a detailed explanation. Instructor can
  increase grade, decrease grade, or leave grade
  unchanged. Respond to student appeals with a
  detailed explanation of instructor review action

13
Cheating, Plagiarism

• Program does a good job of detecting and flagging
  collusion
• Proper choice of assignment, topic reduces
  plagiarism
• Peers detect plagiarism, false notes in essays
  very well
• Instructor should still evaluate at least 10 of
  essays

14
Resources

• CPR Home http//cpr.molsci.ucla.edu/
• My email shurst_at_uiuc.edu
• White Paper http//cpr.molsci.ucla.edu/white_paper
  .asp
• NSF proposals and dissemination proposals