ERIC Number: EJ1411092
Record Type: Journal
Publication Date: 2023
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Using the Critical Response Process for Kinder, More Constructive Peer Review in Science Seminar Courses
Lekelia D. Jenkins
Journal of College Science Teaching, v52 n7 p50-55 2023
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate level. This article describes the Modified Critical Response Process (MCRP) as a means to achieve such training and improve in-class peer review. The MCRP is based on Liz Lerman's Critical Response Process (CRP), an art-critique method that helps form constructive dialogues about artworks in progress. I adapted the MCRP for the nature of science products and the time limitations of graduate-level seminar courses. The four-step MCRP process includes (i) focus areas prescribed by presenter and rubric, (ii) clarifying questions asked by responders, (iii) positive comments offered by responders, and (iv) bounded comments given on areas for improvement. Evidence from instructor observations, student evaluations, and teaching peer reviews suggests that the MCRP can be a kinder, more constructive way for students to give and receive peer-review feedback. The MCRP can help students learn, articulate novel scholarly insights, and develop facilitation and teaching skills. The MCRP could readily be applied to seminar courses, lab group meetings, seminar series, or workshops.
Descriptors: Peer Evaluation, Science Instruction, Feedback (Response), Graduate Students, Student Attitudes, Altruism
National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A