1795 - Effectively Implementing Peer Review into Introductory Physics Laboratory Courses

Abstract

We are conducting out a study to evaluate the effectiveness of structured peer review sessions on student writing skills in introductory physics laboratory courses.  Preliminary data suggest that peer review sessions are more efficient for improving students’ technical writing skills.  Previously, students were expected to write weekly lab reports over different experiments without peer communication or review.  We have now implemented a writing instruction method in which students produce three reports throughout the semester that undergo peer review by fellow students, then are revised based on the feedback they receive, and finally submitted to the instructor for grading.  Following a research protocol previously applied to non-peer review student writing, we will be able to compare the effectiveness of both methods.