A Comparison of Peer Review Techniques in Computing Education

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dc.contributor.advisor Luxton-Reilly, A en
dc.contributor.advisor Plimmer, B en
dc.contributor.author Lewis, Arthur en
dc.date.accessioned 2016-12-06T00:56:22Z en
dc.date.issued 2016 en
dc.identifier.uri http://hdl.handle.net/2292/31234 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Peer Review is widespread across a range of academic disciplines. This research compared two different approaches of peer reviewing program code in the discipline of Computing Education – Sequential Peer Review and Parallel Peer Review. The former involves reviewing multiple programs in a sequential manner. The latter involves reviewing multiple programs simultaneously. This research helped ascertain the peer review approach that was perceived as easier by students. It also evaluated the differences in the formative feedback generated from the two approaches. Another outcome of this research was the development of a web prototype that supported Parallel Peer Review. Formative feedback obtained from peer reviews has been cited by education literature to be beneficial to students and educators. However, there are no studies in Computing Education literature that compare formative feedback obtained from different peer review approaches. Further, no electronic interface that supports Parallel Peer Review of programming code exists in Computing Education literature. This research found that students perceived Parallel Peer Review to be easier. However, the formative feedback was found to have more written words in Sequential Peer Review. Further analysis also found that students generally identified more aspects related to code with respect to Sequential Peer Review. An informal usability test of the electronic prototype developed during this research revealed a positive outlook of the interface that supported Parallel Peer Review. As this research thesis presented the first substantial study of the Parallel Peer Review approach in Computing Education, it establishes avenues for future exploration of this approach. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264883106302091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title A Comparison of Peer Review Techniques in Computing Education en
dc.type Thesis en
thesis.degree.discipline Computer Science en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 551999 en
pubs.record-created-at-source-date 2016-12-06 en

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