Proposal Title
ComPAIR: A flexible teaching technology for facilitating peer evaluation
Session Type
Welcome to my Laptop
Room
FNB 2210
Start Date
4-7-2019 1:00 PM
Keywords
peer evaluation, peer learning, learning technology
Primary Threads
Education Technologies and Innovative Resources
Abstract
We will demonstrate ComPAIR1, an open source, peer feedback and teaching technology developed at University of British Columbia. ComPAIR is currently being used in over 40 courses at University of British Columbia and at 6 institutions outside of University of British Columbia, including Western University.
ComPAIR makes use of students’ inherent ability and desire to compare: according to the psychological principle of comparative judgement2, novices are much better at choosing the “better” of two answers than they are at giving those answers an absolute score. By scaffolding peer feedback through comparisons, ComPAIR provides an engaging, simple, and safe environment that supports two distinct outcomes: 1) students learn how to assess their own work and that of others in a way that 2) facilitates the learning of subtle aspects of course content through the act of comparing.
In this session I'll discuss why comparisons facilitate learning3 and I'll do a demonstration of what students see when they use ComPAIR and talk about the wide variety of courses that use ComPAIR. You'll also have the opportunity to follow along the demonstration using our ComPAIR demo site. I'll also talk about some limitations of the software (i.e., it's not peer grading).
To explore ComPAIR check out our sandbox site: https://compairdemo.ctlt.ubc.ca/ Details on how to set up ComPAIR at your own institution can be found here: https://lthub.ubc.ca/guides/compair/
1Potter, Tiffany et al. ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback. Teaching & Learning Inquiry, [S.l.], v. 5, n. 2, p. 89-113, sep. 2017
2Thurstone, L.L. (1927). A law of comparative judgement. Psychological Review, 34, 273-286.
3Bransford, J., & Schwartz, D. (1999). Rethinking Transfer: A Simple Proposal with Multiple Implications. Review of Research in Education, 24, 61-100.
Elements of Engagement
Participants will be able to follow along using the demonstration version of the software: https://compairdemo.ctlt.ubc.ca/.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
ComPAIR: A flexible teaching technology for facilitating peer evaluation
FNB 2210
We will demonstrate ComPAIR1, an open source, peer feedback and teaching technology developed at University of British Columbia. ComPAIR is currently being used in over 40 courses at University of British Columbia and at 6 institutions outside of University of British Columbia, including Western University.
ComPAIR makes use of students’ inherent ability and desire to compare: according to the psychological principle of comparative judgement2, novices are much better at choosing the “better” of two answers than they are at giving those answers an absolute score. By scaffolding peer feedback through comparisons, ComPAIR provides an engaging, simple, and safe environment that supports two distinct outcomes: 1) students learn how to assess their own work and that of others in a way that 2) facilitates the learning of subtle aspects of course content through the act of comparing.
In this session I'll discuss why comparisons facilitate learning3 and I'll do a demonstration of what students see when they use ComPAIR and talk about the wide variety of courses that use ComPAIR. You'll also have the opportunity to follow along the demonstration using our ComPAIR demo site. I'll also talk about some limitations of the software (i.e., it's not peer grading).
To explore ComPAIR check out our sandbox site: https://compairdemo.ctlt.ubc.ca/ Details on how to set up ComPAIR at your own institution can be found here: https://lthub.ubc.ca/guides/compair/
1Potter, Tiffany et al. ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback. Teaching & Learning Inquiry, [S.l.], v. 5, n. 2, p. 89-113, sep. 2017
2Thurstone, L.L. (1927). A law of comparative judgement. Psychological Review, 34, 273-286.
3Bransford, J., & Schwartz, D. (1999). Rethinking Transfer: A Simple Proposal with Multiple Implications. Review of Research in Education, 24, 61-100.