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Using Online Resources for Peer Critiques of Graduate Theses
Unformatted Document Text:  _____ METHODOLOGY/DESIGN (5 PTS) High (3) Good grasp of ideas Adequate (2) Incomplete discussion of ideasLow (0-1) Lack of understanding of ideas _____ RESPONSE TO QUESTIONS (5 PTS) High (2) Good explanation of concepts Adequate (1) Incomplete explanation of concepts Low (0) Question not answered CONCLUSIONS All students completed papers on schedule and found peer critiques and editing remarks helpful to the process. The grading rubrics indicated where weaknesses and strengths were found in written work. Papers improved considerable. The instructor organized papers into folders by paper assignment and labeled each paper with student name (“John” for example). It was Possible to design a portfolio for the student John and demonstrate progress made. Students were able to view other student work and to develop critical thinking skills. Further, the process was paperless and students found it easy to use. 8

Authors: Long, Dianne.
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_____ METHODOLOGY/DESIGN (5 PTS)
High (3)
Good grasp of ideas
Adequate (2) Incomplete discussion of ideas
Low (0-1)
Lack of understanding of ideas
_____ RESPONSE TO QUESTIONS (5 PTS)
High (2)
Good explanation of concepts
Adequate (1)
Incomplete explanation of concepts
Low (0)
Question not answered
CONCLUSIONS
All students completed papers on schedule and found peer critiques and editing remarks helpful
to the process. The grading rubrics indicated where weaknesses and strengths were found in
written work. Papers improved considerable. The instructor organized papers into folders by
paper assignment and labeled each paper with student name (“John” for example). It was
Possible to design a portfolio for the student John and demonstrate progress made. Students were
able to view other student work and to develop critical thinking skills. Further, the process was
paperless and students found it easy to use.
8


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