New Research Report on Student Perceptions of Peer Assessment
January 5, 2017: A recent study published in Research in the Teaching of English found that most secondary school students believe that using the Peerceptiv (SWoRD) technology is beneficial to their writing development. The questioned students perceived 3 aspects of the peer assessment process as most valuable to their learning: anonymity of writers and reviewers, the opportunity to review each other’s work products, and feedback from multiple peers. Please click here to view the study.
Peerceptiv Working to Improve English Language Outcomes in China
September 26, 2016: Peerceptiv is pleased to announce a partnership with the Shanghai Foreign Language Electronic Publishing House (www.sfleph.com) in a trial at 7 universities across China. China has an estimated 300 million English students, and the SFLEPH is investigating whether use of Peerceptiv can have a significant impact in the language learning process. The Shanghai Foreign Language Electronic Publishing House edits, processes and publishes audiovisual, electronic and web-based foreign language teaching materials, and will guide the trial with approximately 2,000 students throughout the 2016-17 academic year.
Peerceptiv Welcomes New Campus-wide Licenses
September 1, 2016: Peerceptiv is proud to announce new campus-wide agreements with a number of colleges and universities, including McGill University, the University of Pittsburgh, the University of Iowa, the University of Texas Medical Branch, and John Abbott College. Peerceptiv is integrated with Learning Management Systems at McGill (Brightspace by D2L), Iowa (Canvas), and at Pitt and UTMB (Blackboard Learn).
Marshall Memo Summarizes Peer Assessment Research
July 20, 2016: A summary in the Marshall Memo (Marshall Memo 645, July 11, 2016) describes the effectiveness of peer assessment in improving student writing at the secondary school level. This research, published by Christian Schunn, Amanda Godley, and Sara DeMartino in the Journal of Adolescent and Adult Literacy, (July/August 2016, Vol. 60, #1, p. 13-23), found that student scores were “remarkably consistent”, and correlated highly with expert AP scorers. (Dr. Schunn is Peerceptiv’s Scientific Advisor.) Many students felt the most valuable part of the exercise was viewing successful strategies and weaknesses in the work of their classmates. The results suggest peer assessment may be effectively used to improve secondary school writing skills, in part by allowing teachers to more frequently assign writing tasks without adding to their workload.
For the complete research summary, please see http://www.marshallmemo.com.
Peerceptiv takes the Pledge!
Active, Collaborative Classrooms Offer Superior Learning Outcomes
September 21, 2015: Author and consultant Annie Murphy Paul writes in the New York Times that active learning is superior to traditional lectures. “The act of putting one’s own thoughts into words and communicating them to others, research has shown, is a powerful contributor to learning.”
— Peerceptiv (@Peerceptiv) September 22, 2015