Saturday, 16 July 2011

Phase 3: Project Outcomes

Peer Review - Project outcomes.
The third and final stage of the experiment will be to analyse / evaluate the project at its conclusion under the following headings on a web-log (blog):
  1. The student’s reaction to the experiment
  2. How the students benefit from the experiment
  3. Outcomes / student's completed work.
Reason(s) for undertaking this activity
The reason for undertaking this activity was to ascertain the student’s reaction to the experiment in the following - Peer Review - areas:
  •  Reading 
  •  Reviewing
  •  Scoring or
  •  Evaluating one or many papers submitted by their classmates.
Also, this activity was undertaking to establish the principal benefits the students will gain from conducting electronic based Peer Reviews i.e. has the experiment helped maintained and enhanced quality both:

(1) Directly by detecting weaknesses and errors in specific works and

(2) Indirectly by providing a basis for making decisions about rewards and punishment that can provide a powerful incentive to achieve excellence. These rewards and punishments are related to prestige i.e. Final grades: Pass, Merit or Distinction level

Lastly, this activity was undertaking to furnish the experiment with some empirical evidence on the project's outcomes and student's use of the Peer reviewing.

Knowledge/skills gained
(1) Evidence of how to a (PEER-Review i.e. old version) - full Group Peer Review - is set-up and works TURN-IT-IN (UK). See URL below:

Also, log-in to Turn-It-In using:
http://www.submit.ac.uk/login_page.asp
Email address: h806:davidhilton.demon.co.uk
Password: indra2010

The above log-in information allows the project experiment reader to view active Peer Reviews by:

1.Clicking: Unit.29:e-Business (Tues) - Richard
2.Clicking: Unit 29: Task 4: (P3) - Peer Review
3.Clicking: Show details
4.Clicking: Reviews written for your paper (2)
5.Clicking: Full Review - by Olutade, Yusuff
6.Clicking: Full Review - by Brown, David

(2) Evidence of how an individual student produces a full Peer Review using (PEER-MARK i.e. new version) on TURN-IT-IN (UK). See URL below:
http://www.acquaint.me.uk/Btec-Miscellaeous/PRP/Resources/P.3_Unit.37_Reviewed-by-Amritpal.pdf

The above illustration verify the knowledge / skills which would be gained i.e. stated in the project outlined - phase 1.

What was the impact of the activity?
The impact of this activity from the students' perspective was that some felt that Peer Reviewing was an effective tool to consolidate learning outcome. However, overwhelming the students believed that the (Peer Review - early version) was not user friendly and the design of the Peer Review had too many questions to answers. Moreover, from the lecturer' s perspective the impact focused on the fact that the (Peer Review - early version) was too complicated and as a consequent would deter teachers/lecturers from using electronic based Peer Reviews in the classroom.

Notwithstanding, students were more positive regarding the(PEER-MARK i.e. new version) on TURN-IT-IN (UK). See URL below:

http://www.acquaint.me.uk/Btec-Miscellaeous/PRP/Resources/P.3_Unit.37_Reviewed-by-Amritpal.pdf.

Students acknowledged the benefits demonstrated in the Project Outline and felt that the lecturer had design the Peer Review correctly - when limited to four question

Reflection
The personal learning outcomes I have acquired during this project relate to using blogs in the class and applying Peer Reviewing to course-work and project work.

The new version of Peer Review, produced by Turn It In i.e PEER MARK is much more user friendly and has enabled to embark on a more comprehensive application of electronic Peer Reviews

The scope of the project was restricted by time resources, but a future recommendation for the experiment would be to apply Peer Review' s in much more diverse areas, so that, I can develop application and design skill to be more effective in this sphere.
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