Computer-supported peer review is drawing increasing attention from educators and researchers. It produces more copious feedback than the instructor or course staff could provide, and delivers it more quickly. It provides authors with multiple perspectives on their work, rather than the singular voice of a teacher. For the instructor, it generates multiple performance measures that can be used to judge the class’s progress. As an inherently interdisciplinary topic, peer review stands to benefit from the perspectives of learning scientists, technologists, and instructors, as well as psychologists, anthropologists, statisticians, designers, and other interested parties. The workshop calls for presentation of both early and mature research. Technology demonstrations are also welcome.
Topics of interest to the workshop include, but are not limited to:
- Data mining of peer-review artifacts, including numeric ratings, free-form comments, and system logs
- Intelligent and adaptive support for students giving and receiving reviews, and for instructors of courses that involve peer review
- Assessment and student modeling of peer reviewers and authors, with or without a domain model
- Scaling and porting: peer review with lots of learners, in cross-age, cross-cultural, or international settings, in MOOCs, in distance learning, in informal learning, over long durations
- User interfaces: eliciting quality student input, re-representing student input (e.g., organizing and summarizing reviews for authors), providing feedback, etc.
- Causal and correlational relationships of peer review phenomena with outcomes of interest, including learning of subject matter and of skills, metacognition, affect, motivation, professionalization, etc.
- Democratizing and decentralizing instruction through peer review technologies
- Improving instructor awareness of student needs during peer-review exercises
- Promoting acceptance of peer-review technology with students, educators and administrators
- Theoretical and empirical analysis of peer review processes
- Best practices, prerequisites, and desiderata for peer-review exercises, technology, and research methods
- Domain-specific issues in peer review, including peer review across the curriculum, for well-defined and ill-defined domains and problems