Case Study: Reflective Problem-Solving Activities with Peer Assessment

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Reflective problem-solving assignments enable application of knowledge through critical thinking and understanding. By including a peer assessment component to the activity, students learn how to critically evaluate different approaches to the same problem.

In this case study, we explore the journeys of six instructors who introduced the use of Kritik in their assignments to result in a more engaged learning experience.

  • Prof. Stephen Newbold from the University of Wyoming saw students get a stronger understanding of course concepts and how to write quality feedback to their peers.
  • Prof. Valerie Welborn from Virginia Tech saw students develop deeper logical communication skills that resulted in better performance.
  • Prof. David Wang from the University of Waterloo saw higher student engagement and refined ideas in groups to develop solutions.
  • Prof. Patrick Motl, at Indiana University saw student engagement with students working together to evaluate and provide feedback on their physics solutions.
  • Prof. Mohammad Zia from the University at Buffalo saw increased student comprehension of weekly lecture content, allowing them to stay caught-up in class, and increase content retention.
  • Prof. Dustin Belt from the University Of Missouri saw increased student grade averages by reinforcing their understanding of crucial calculus concepts through peer evaluations.

Download this FREE case study to see how you can implement peer assessment with reflective problem-solving in your courses.

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