Case Study: Reflective Problem-Solving Activities with Peer Assessment

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.

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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.

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• 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.

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