Computer-supported peer review is drawing increasing attention from educators and researchers. It produces more copious feedback than the instructor or course staff could provide, and delivers it more quickly. It provides authors with multiple perspectives on their work, rather than the singular voice of a teacher. For the instructor, it generates multiple performance measures that can be used to judge the class’s progress. As an inherently interdisciplinary topic, peer review stands to benefit from the perspectives of learning scientists, technologists, and instructors, as well as psychologists, anthropologists, statisticians, designers, and other interested parties. The workshop calls for presentation of both early and mature research. Technology demonstrations are also welcome.


Topics of interest to the workshop include, but are not limited to:
Data mining of peer-review artifacts, including numeric rat­ings, free-form comments, and system logs
Intelligent and adaptive support for students giving and re­ceiving reviews, and for instructors of courses that involve peer review
Assessment and student modeling of peer reviewers and au­thors, with or without a domain model
Scaling and porting: peer review with lots of learners, in cross-age, cross-cultural, or international settings, in MOOCs, in distance learning, in informal learning, over long durations
User interfaces: eliciting quality student input, re-representing student input (e.g., organizing and summariz­ing reviews for authors), providing feedback, etc.
Causal and correlational relationships of peer review phe­nomena with outcomes of interest, including learning of subject matter and of skills, metacognition, affect, motiva­tion, professionalization, etc.
Democratizing and decentralizing instruction through peer review technologies
Improving instructor awareness of student needs during peer-review exercises
Promoting acceptance of peer-review technology with stu­dents, educators and administrators
Theoretical and empirical analysis of peer review processes
Best practices, prerequisites, and desiderata for peer-review exercises, technology, and research methods
Domain-specific issues in peer review, including peer re­view across the curriculum, for well-defined and ill-defined domains and problems