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Calibrated Peer Review (CPR) is an online tool being used to integrate a writing component in classrooms. In an introductory zoology lecture class, the authors found that CPR-assigned scores were significantly higher than instructor-assigned scores on two of three essay assignments. They also found that neither students' technical-writing skills nor their abilities to convey scientific understanding of articles through summary essays improved during the semester. However, the CPR system offered fairly simple setup and submission for students and decreased grading time for instructors. (Contains 3 tables and 3 figures.)

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Copyright lies with ASCILITE and individual authors.

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Evaluated the development of a peer assessment process for large classes which addressed assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures, and tutor remarking. Found that the difficulties of using peer assessment in large classes were outweighed by benefits for students. (EV)

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