1. Calibrated Peer Review (CPRTM)
What’s it all about?
by Dr. Wendy Keeney-Kennicutt CPR Administrator, TAMU

2. WHAT IS CPR™?
A Web-based instructional writing and peer assessing tool
Originated in the Molecular Science Project, an NSF-sponsored chemistry reform project (DUE ) at UCLA
Enables students to learn by writing about significant topics in a course
FREE

3. Why is writing important?
Evaluation
Judgment: the ability to
make decisions and support
views; requires understanding of values
Combination of information to form a unique
product; requires creativity and originality
Synthesis
Identification of component parts; determination of
arrangement, logic, semantics
Analysis
Use of information to solve problems; transfer of abstract
or theoretical ideas to practical situations.
Application
Interpretation
Identification of connections and relationships
Restatement in your own words; paraphrase; summary
Translation
Verbatim information; memorization with no evidence of understanding
Recall
Bloom’s Taxonomy – categorizing
level of abstraction of questions

4. HISTORY AT TAMU cpr.tamu.edu
CPRTM was introduced to TAMU by Larry Peck and myself after Chemical Education workshop demo.
To avoid FERPA issues & because of WALS NSF grant thru CTE, CPRTM was housed on a secure TAMU server.
I volunteered to be the CPRTM administrator because of experience.
WALS = Writing for Assessment and Learning
in the Natural and Mathematical Sciences

5. HOW DOES IT WORK? The students write an assignment.
They pass a calibration step, where they learn to recognize and rank 3 essays of different quality on the same topic.
The students, NOT the instructor, critique 3 of their peers and their own work on-line.
Instructors can change grades afterwards.

6. INTRO A CPR assignment consists of three stages:
Stage 1: Text Entry Stage     Stage 2: Calibration and Review Stage     Stage 3: Results Stage
Only one stage can be accessed at any time.

7. STAGE 1: Text Entry Stage
The student will:
explore the assignment source material made available by the instructor: web sites, articles, text books, pictures, movies, animations, etc.
submit a text based on the material, guiding questions & writing prompt

8. STAGE 2: Calibration and Review Stage
The student will:
evaluate three example texts, called calibration essays. These calibrations will develop their ability to effectively review the work of their peers,
evaluate the work of three peers anonymously, and
evaluate their own work.

9. Stage 3: Results Stage For the student:
The detailed assignment results are posted.
For the instructor:
A problems list is generated.
All data can be downloaded.
Times can be altered for students that miss deadlines.

10. Presenters Teaching With Technology Conference (2/23/05)
Cecilia Hawkins, English
ENGL 301 Technical Writing
Cindy Raisor, English
PHYS 218 Mechanics
Vicky Salin, Agricultural Economics
AGEC 431 Cases in AGBUS Finance
AGEC 630 Financial Analysis for AGBUS Firms
Ed Swanson, Accounting
ACCT 651 Development of Accounting Thought