Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four stu...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jennifer R. Brigati, Jerilyn M. Swann
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/0f767f5677e549dc922b284afae59f31
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:0f767f5677e549dc922b284afae59f31
record_format	dspace
spelling	oai:doaj.org-article:0f767f5677e549dc922b284afae59f312021-11-15T15:04:05ZFacilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process10.1128/jmbe.v16i1.8841935-78851935-7877https://doaj.org/article/0f767f5677e549dc922b284afae59f312015-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i1.884https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.Jennifer R. BrigatiJerilyn M. SwannAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 1, Pp 61-68 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jennifer R. Brigati Jerilyn M. Swann Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
description	Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.
format	article
author	Jennifer R. Brigati Jerilyn M. Swann
author_facet	Jennifer R. Brigati Jerilyn M. Swann
author_sort	Jennifer R. Brigati
title	Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
title_short	Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
title_full	Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
title_fullStr	Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
title_full_unstemmed	Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process
title_sort	facilitating improvements in laboratory report writing skills with less grading: a laboratory report peer-review process
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/0f767f5677e549dc922b284afae59f31
work_keys_str_mv	AT jenniferrbrigati facilitatingimprovementsinlaboratoryreportwritingskillswithlessgradingalaboratoryreportpeerreviewprocess AT jerilynmswann facilitatingimprovementsinlaboratoryreportwritingskillswithlessgradingalaboratoryreportpeerreviewprocess
_version_	1718428294045499392

Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process

Ejemplares similares