This page collects together a series of articles and posts created by members of the PeerWise community - instructors, students, administrators - to share ideas with others. Please select an article from the list below to find out more.
Introductory Physics: Here are some exercises used in workshop sessions to introduce PeerWise to the first year physics class at the University of Edinburgh. PeerWise (part 1) and (part 2) constitute the initial introductory session. The quizzes mentioned on those pages can be found in Supporting Files for PeerWise.
Underground Construction: Community member Andrew Dawson has provided details of a summative coursework assessment he uses in his Underground Construction module. A document featuring instructions for both students and markers can be found here. More information about the way Andrew has implemented this can be found here.
Veterinary Medicine: Community member Amanda Sykes has shared the introductory resources she uses in her Biomolecular Science course. These give tips on how to maximise the quality and usefulness of the question repository, and why students should engage with the task, and can be found here.
All Disciplines: Community member Karen Smith has provided a set of useful Getting Started guideline slides. These were created for use at UBC but should be relevant for all. In particular, if you can't use your own student ID numbers as identifiers in PeerWise, they give useful details on how to create and map between student numbers and assigned random identifiers. The slides are available here.
All Disciplines: Dr. Carol Kominski from the Center for Learning & Development at the University of North Texas Health Science Center has been working with faculty to use PeerWise as a tool for active learning and development of students' higher order thinking. As an example of this, PeerWise was used in a face to face class of about 20 students at UNT Health Science Center last semester. Students were required to create one question and answer at least five questions during eight weeks of the 15 week class for 10% of the course grade. Students were asked to use a rubric assigning higher values for higher order thinking (HOT) questions when they rated each question (the rubric published for students to use is available here). In addition, PeerWise questions rated by students as higher order (requiring application, analysis, or evaluation) comprised part of the midterm and final exams. An online survey and focus group session with a self-selected student group provided evidence that students did for the most part like the experience. A poster that was developed to describe this activity is also available here.
You can view a comprehensive list of publications relating to PeerWise and its evaluation in academic contexts.
Please feel free to contribute to this page - submit an article or resources in any format by sending an email to: