Peer Review: Does it really help students?

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dc.contributor.authorKenwright, Benen_US
dc.contributor.editorBeatriz Sousa Santos and Jean-Michel Dischleren_US
dc.date.accessioned2016-04-26T07:43:04Z
dc.date.available2016-04-26T07:43:04Z
dc.date.issued2016en_US
dc.description.abstractStudent peer review has long been a method for increasing student engagement and work quality.We present notes on teaching tips and techniques using peer review as a means way to engage students interest in the area of computer graphics and interactive animation. We address questions, such as, when feedback fails, why students should be ‘trained’ on feedback, and what constitutes a ‘constructive’ review. We present a case study around the structure and workings of a module - and its success in encouraging collaborative working, group discussions, public engagement (e.g., through wikis and events), and peer review work.en_US
dc.description.sectionheadersE2en_US
dc.description.seriesinformationEG 2016 - Education Papersen_US
dc.identifier.doi10.2312/eged.20161023en_US
dc.identifier.issn1017-4656en_US
dc.identifier.pages31-32en_US
dc.identifier.urihttps://doi.org/10.2312/eged.20161023en_US
dc.publisherThe Eurographics Associationen_US
dc.subjectKeywordsen_US
dc.subjectpeer reviewen_US
dc.subjectteachingen_US
dc.subjectassessmenten_US
dc.subjectgraphicsen_US
dc.subjectphysicsen_US
dc.subjecttechnicalen_US
dc.subjectformaten_US
dc.titlePeer Review: Does it really help students?en_US
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