Research Project Peer Critique

Research Project Peer Critique

Ellen Kim

Hospitality Management

Hospitality Management Research Seminar

Activity Description: Provide a brief description of the activity

This activity is designed to provide students with an opportunity to conduct self-assessment on their research project and to receive feedback from their peers as well as the instructor. Students will perform self-assessment on their assignments, (1) Problem Statement & Thesis Statement and (2) Draft, using the rubrics provided by the instructor upon completion of the assignments. The homework submitted via Blackboard will be, then, evaluated by classmates by one week after the deadline. In addition to the instructor’s assessment, evaluating students need to provide the complete rubrics along with suggestions for improvement. Reviewers and reviewees will be paired up during the class period to clarify the feedback and to discuss further about the arguments established.

Learning Goals: What do you aim to achieve with this activity?

• Identify and evaluate the clarity of the research problem statement.
• Determine the theoretical or logical rationale of the research problem.
• Appraise the thoroughness and relevance of the literature review.
• Assess the credibility of the research (application of APA citation).
• Assess the theoretical perspectives and/or appropriate assumptions of the researchers.
• Assess the clarity and consistency of the results.
• Strengthen writing skills.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This exercise consists of two phases:
1) Phase 1 (Problem Statement & Thesis Statement): Students will be asked to submit the formulated problem statement and thesis statement in Week 4. Peer evaluation will be completed by Week 5 and class discussion will follow for about 15 minutes in Week 5.
2) Phase 2 (Draft): The research draft following APA citation is due Week 10 and peer assessment is due Week 11. Peer discussion will be done in Week 11.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This exercise needs clearly defined grading rubrics and an instruction on how to grade students’ work with the rubrics should be provided to students during the class period.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Existing grading rubrics will be refined for this exercise. Students will use the updated rubrics for self-assessment and peer-review.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I ran a pilot test of this activity in Spring 2016. I found that students could gain various perspectives on tourism issues for investigation in a dynamic environment.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Term Paper Peer Review

Term Paper Peer Review

Mery Diaz https://openlab.citytech.cuny.edu/members/mdiaz/

Human Services/SPS

https://openlab.citytech.cuny.edu/groups/stories-of-service/

Activity Description: Provide a brief description of the activity

This peer-review activity is connected to the HUS 1101 term paper and is designed to strengthen student writing for the human services. In groups of four, students will provide and receive feedback on a draft of part 1 of their term paper. Each student will receive a copy of all group member drafts. With the use of an assessment rubric, each student will provide and receive verbal and written comments on content; clarity; evidence to support argument; and APA citations and references.

Learning Goals: What do you aim to achieve with this activity?

Students will strengthen writing skills.
Students will be engaged in active learning of the use of APA citation and references, and the use of peer-review journals to support their arguments.
Students will encounter greater diversity of perspective and feedback
Students will learn to the different stages of writing and refining their writing.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity will take place during the 5th session.
Instructors should expect to actively build preparation over the course of 3 sessions.
Instructors should expect to devote a portion of classroom time for prep and activity.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This is a low-stakes activity that will prepare students for a high-stakes assignment near the end of the semester.
This activity will require three sessions for students to be prepared to provide and receive feedback.
During session 2 of the semester, the instructor will devote a portion of the lecture to deliver instruction on peer-reviewed journals and book sources and APA citation and references.
During session 6, the instructor will devote time to include an in-class writing assignment where students will have brought 2 sources (other than the course textbook) with prior notice to use as they begin a first draft of the first section of their term paper.
The instructor should also discuss the term paper and rubric that will be used to assess student performance.
The peer-review will take place during the 4th session during a portion of class time. Prior to this session, students will have been prompted to bring 4 typed and double-spaced copies of their drafts with reference page. Members of the group will receive copies of rubric that they will use to review and provide feedback. The instructor should model the use of the rubric and how to provide productive and respectful feedback to peers. The group should provide a summary for the instructor on what each member will need to work on to strengthen their papers.

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Learning communities, Common intellectual experiences (core curriculum), Writing-intensive projects/assignments

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Rubric Grading Rubric Mery Diaz L4 2015 developed for term paper. Students will use this to self-assess and peer-review.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity will be implemented during the Fall 2015 semester

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These could be in the form of PDF or Word files, links to posts or files on the OpenLab, etc.