CONTENTS: Description of peer-graded "reaction papers" used by a professor at California State University in lieu of traditional tests. The pros and cons of this method are discussed.

SOURCE: NTLF online Discussion Forum, July 1996 (www.ntlf.com/ntlf_online/archive/0001.html) Adapted June 1999.

*NOTE: This is an excellent example of doing--and sharing--the scholarship of teaching. Cross link to Scholarship of Teaching section?

In Lieu of Tests
by Al McLeod
Sociology Department, California State University-Fresno

For the past seven years, in all of my classes, I've used peer-graded "reaction papers" foregoing the use of tests and exams. Reaction papers ask students to summarize the main points of each class session and textbook chapter (part 1), and then in part two critically evaluate and react to the core ideas they've just summarized. In the first class session of each week papers are exchanged, then taken home for peer-grading, and finally returned at the next class session. I do some grading every week (problem cases, medical excuses and so on), but most of my grading is done in the last three weeks of the semester when students turn in all their papers. I retain the right to alter peer grades, but do so in less than 5% of cases.

In all classes, I've used a questionnaire to give students a chance to anonymously evaluate this procedure. I now have a database covering 65 classes (seminar and lecture) and approximately 2,300 students. For each class an average of 91% of students report that, compared to conventional tests and exams: (a) they learn considerably more with this system. (b) they retain the information longer, (c) they improve their writing skills, (d) they sharpen critical thinking skills, (e) they have much less stress, (f) they enjoy the material more, and (g) the process fosters a cooperative atmosphere with their peers. These findings hold true even for the 15% of students who complain about the voluminous amount of writing involved.

As with any new procedure, there are challenges: the first 2 or 3 weeks require adjustment on everyone's part. The initial exchanging of papers generates some confusion. A few students are convinced they cannot evaluate a peer's paper. Complaints of "tough grading" are common at first. Some students are upset because of insufficient written feedback on their papers and they like. But after the first few exchanges, most students adapt and begin to appreciate the process sometimes adding innovations of their own.

Advantages and Positive Aspects of this Method

The following positive aspects of this method find support in anonymous, written student feedback, shared oral comments, and my own observations.

• Students get graded feedback every week; therefore, if they are off course they can quickly correct.
• The process creates an overall cooperative atmosphere in the classroom. It promotes a feeling of rapport and team-learning between teacher and students, as opposed to the adversarial feeling created by exams (especially when they are perceived as unfair or "tricky").
• Writing skills are improved.
• The class is much less stressful for students than ordinary classes: 90% plus say this.
• As students grade papers, they review the material through the eyes of another person.
• Critical thinking and evaluation is supported, as is awareness of cognitive dissonance the tension between new ideas and existing ones.
• Asking students to personalize and apply concepts in understanding their lives deepens learning and promotes longer retention of material (based on anonymous reports by 90% of students). Personal application of knowledge supports involvement of both right and left brains: cognition and affect.
• Most students get higher grades due to the combined effects of this system.
• Minimum grading for the teacher during the semester.
• A few assignments can be missed without lowering grades.
• I feel much more secure with regard to the accuracy of the assigned grade, in that it is based on a compilation of weekly writing over the whole semester (often 50 pages or more in a file). Additionally, it promotes the evolution of various skills (including writing) over the course of a semester.

The Group Advantage

To implement this method, I rely on small-group structure as I'll explain more fully in a moment. The group structure offers additional advantages. The small groups can he used for discussion, generation of questions and so on all of which help get students connected to the class in a profound way. Attendance is much better than when groups are not used. Students are more involved and committed to the class. Peer grading and use of cooperative groups asks students to act as responsible adults, and most respond this way. Additionally, students feel more relaxed, more free to raise questions and comments. This process creates a positive ambiance in the whole class. Since using this method, my classes have more humor, are more relaxed, and at other times more deep and serious than before.

Challenges and Problems with this Method

My greatest struggle has been to let go of the mind-set I brought to my career in college teaching: that tests and exams are imperative to learning, that students cannot be trusted to evaluate or grade each other, that they will not be ready to cooperate and be responsible, that they will be passing papers on to peers for next semester, and so on. It took me years to let go of traditional grading methods. As one of my favorite posters says, "Everything I ever let go of has claw marks all over it." Academic ossification is not a trivial matter; I continue to find it deep in my own cognitive structures.

• My reading is intensive the last few weeks of the semester. I use this procedure in four classes; to get all the files read, I need at least three weeks at semester's end. (I read each file selectively, not totally). Even though I prefer to have 95% of my grading at the end of the semester, at times it Is a bit much.
• The transition to this method brings some confusion, and one must expect and allow for this. Early on there are some complaints of tough grading insufficient comments and the like.
• Handwritten papers that are hard to read (a minor problem)
• There have been a few cases of passing-on and copying papers.

Procedure for Exchanging Papers

It is important to introduce this method gradually to avoid "culture shock." Most recently, for the first exchange of papers, I ask students to get together with a peer, introduce themselves, exchange phone numbers, and then talk about what they did and did not do in their papers. Then they take their partner's paper home, write helpful comments but do NOT assign a grade returning papers the next class session. Assigning grades is one of the hardest things to do; this process eases students into it.

After add-drop period, I put students into groups of five. I have them exchange names and phone numbers so that if they need help, they can call each other (in addition to being able to call me). If one is sick, they can call a home-group member to come pick up their paper and so on. They are encouraged to use each other in any constructive way possible. I often remind them that their goal is to help each other toward excellence. Each group is assigned a number or name. Every group turns in a sheet with the names and phone numbers of each member. At the beginning of each class, students get in their home groups to exchange ungraded papers. It is important to have them sit together, in circles if possible. Using the name sheet they turned in, I move among the groups to take attendance; this gives me a chance to chat and get to know names and faces in a more informal way.

Increasingly, I see this as an important component of this method. Each group is given a manila envelope into which they put all ungraded papers for their group. Each paper has the last four digits of the student's Social Security number. Folding the papers in half (long ways) seems to facilitate handling. Once all the envelopes are picked up, they are redistributed to different groups for grading. Each group picks a captain. The captain is responsible for recording, on a form provided, the Social Security number of the grader and the Social Security number of the papers they are taking home to grade. (If any papers are not returned, I know exactly whom to call). When students return the next class session, they record the grades on these same forms. Forms are turned in every four weeks.

Groups have some flexibility in how many papers each student takes to grade. For example: if one student is having a high-stress week they can ask to not grade this week and grade double next week. I encourage students to work cooperatively in this way, reminding them that this is part of their education for the "real" world. Some groups will choose to have one person grade all the papers, thus they grade one week on and four off. The first few weeks it is important to let each group have time to learn these procedures from each other, and to generate questions. This process helps create goodwill, furthering the sense of "we are all learning and helping each other."

I have found it most important to take a relaxed approach to all this; I let students know this is an interesting transition to a new system and that there will be some glitches, but that after three weeks the process will go smoothly. After a few times through, paper exchanging can be done in five minutes or less. Then, I let students visit for a few minutes. This last step is most important for I am discovering that a few minutes of free time deepens their connection to each other, improves attendance, and warms the class milieu. Many students tell me they get excited when they are coming to class; I believe peer-bonding is the central reason. When peer-bonding is in place, it is evident that students respect, care for, and enjoy each other.

Peer grading forges powerful connections between critical thinking, continuous assessment and learning. Peer grading saps the power to make students passive which traditional approaches to grading can have. Instead, it makes grading (or assessment) a part of learning. Indeed, it demonstrates to students in an active way how the process of making distinctions and judgments expresses their learning and understanding. Peer grading may not be for everyone, though colleagues who've tried it find it works well for them. For me, it has been a way to create the kind of learning community I want my classes to be.

Contact:
Professor Al McLeod, School of Social Sciences
Department of Sociology, California State University - Fresno
Fresno, California 93740
Email: al_mcleod@csufresno.edu