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This article in NSE

  1. Vol. 43 No. 1, p. 11-15
    Received: Sept 06, 2013
    Published: February 28, 2014

    * Corresponding author(s): jgraveel@purdue.edu


Using Calibrated Peer Review to Teach Basic Research Skills

  1. Marianne S. Brackea and
  2. John G. Graveel *b
  1. a Purdue University Libraries, 504 West State St., Purdue Univ., West Lafayette, IN 47907
    b Dep. of Agronomy, Purdue Univ., 915 West State St., West Lafayette, IN 47907


Calibrated Peer Review (CPR) is an online tool being used in the class Introduction to Agriculture and Purdue University (AGR 10100) to integrate a writing and research component (http://cpr.molsci.ucla.edu/Home.aspx). Calibrated Peer Review combines the ability to create writing intensive assignments with an introduction to the peer-review process and it assesses students’ ability to be a peer reviewer through an online “calibration” process that becomes part of the overall grade. The research describes a partnership between the primary class instructor and a librarian to incorporate CPR into the AGR 10100 lecture class. The primary outcome of the use of CPR was an increase in students’ confidence to be able to distinguish the difference between scholarly and general articles. We also found that students felt better prepared to find appropriate sources for their research assignments and felt more confident to write at the college level. However, students were not as comfortable with feedback from their fellow students and felt moderately comfortable consulting a librarian if they had a research question that they did not know how to investigate. The CPR system offers a simple innovative approach to written research papers in a large class that allows easy submission for students and decreasing grading time for instructors.

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