CPR
Calibrated Peer Review rescues
writing in large classes
What is CPR?
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Web-based program that enables
frequent writing assignments even in
large classes
discipline independent and level
independent
create your own writing assignments
or use the assignment library
How does CPR work?
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Students receive assignments and submit
their written work
Students evaluate against calibration essays
Students evaluate the work of peers
Students evaluate their own work
Typically students then rewrite their essay
using the critical evaluations as guide
How are Students graded?
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how they evaluate the calibration essays
how consistent they are within the
evaluations of the peer essays
the evaluations of their peers (<50%)
Self-evaluation
(possible instructor override)
CPR home
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http://cpr.molsci.ucla.edu/
Tour
White Paper
Library
To Use CPR
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Sign up with Institutional Coordinator (me)
Names and UINs of all students
Create “course”
Choose assignment(s) from Library
or
Create new assignment
Give students timeline for completion (2
weeks) of each assignment
Making CPR Assignments
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Most complicated part of CPR
 1. Go to CPR Workshop to learn how
 2. Dive in and learn while doing
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Create 3 calibration essays
 Setup instructions for students
 Gather source materials
 Create evaluations- 1 for grammar, 1 for content
CPR in practice at UIUC
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4-5 profs in Geology use it
50/50 large/small classes
Used 3 years now in large (~360+)
enrollment class
Started with “canned” ie. Library
assignments
Now have 5-6 institutional assignments
CPR in use at UIUC
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Use a writing assignment + set of review questions
that fit well with your course + your teaching goals.
For GEOL 118, Fall, 2005 assignment worked
MUCH better than Fall, 2004 assignment because
of the better fit to the course. In addition, using an
assignment that emphasized personal thoughts +
opinions made plagiarism more difficult compared
to using a fact-based writing assignment, e.g.,
describe a major historic natural disaster.
More using CPR
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Provide clear + specific instructions for students,
including the basis for their grading such as the
specific nature of review questions
 Provide students the opportunity to appeal any
grading they consider unfair, however students
need to support their appeal with a detailed
explanation. Instructor reviews grade appeals and
can increase grade, decrease grade, or leave
grade unchanged. Instructor responds to student
appeals with a detailed explanation of instructor
review + action
Addressing student concerns
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Students express concerns about possible
unfairness of being graded by fellow
students. After CPR assignment was
completed, there were very few student
complaints or student requests for instructor
review of possible unfair grading
Must clearly explain that most of grade is
NOT peer evaluations
Keys to success
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Using an assignment that emphasized personal
thoughts + opinions made plagiarism more difficult
compared to using a fact-based writing
assignment. Clear + specific instructions for
students, including the basis for their grading such
as the specific nature of review questions
 Allow appeals of any grading they consider unfair,
students need to support their appeal with a
detailed explanation. Instructor can increase
grade, decrease grade, or leave grade
unchanged. Respond to student appeals with a
detailed explanation of instructor review + action
Cheating, Plagiarism
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Program does a good job of detecting and
flagging collusion
Proper choice of assignment, topic reduces
plagiarism
Peers detect plagiarism, false notes in
essays very well
Instructor should still evaluate at least 10%
of essays
Resources
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CPR Home http://cpr.molsci.ucla.edu/
My email shurst@uiuc.edu
White Paper
http://cpr.molsci.ucla.edu/white_paper.asp
NSF proposals and dissemination proposals