Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 13/Chapter FAQ/Peer Review One

From Wikibooks, open books for an open world
Jump to navigation Jump to search
If someone's user name appears below, this peer review has already been "claimed" or completed. Please select another peer review slot or article.

This article has been reviewed by: Hsmit022 (talk) 17:43, 12 June 2009 (UTC)

To evaluate this peer review, click on the Discussion tab above.

  • Use this template for your peer reviews.


  • You are required to complete TWO (2) peer reviews.
  • Please take your time and provide effective, helpful feedback. Plan to spend 1.5 to 2 hours per review!
  • Each peer review is worth 50 points and will be "graded" by the article's author. (Click on Discussion to see the rubric the author will use to grade your peer review.)
  • You may only review articles written in the current semester (no articles with BOLD titles)
  • As instructed above, be sure to sign your peer review with four tilde ~~~~. You will not receive credit for reviews that are not signed
  • To complete this assignment, we suggest having two tabs/windows open in your browser (e.g. Internet Explorer): one with this peer review template and one with the article you are reviewing

  • Starting the DAY AFTER the peer reviews are due, you may complete ADDITIONAL peer reviews for EXTRA CREDIT (25 points each). You MAY NOT complete any Extra Credit Reviews until that time.


Part 1 - Article Components

Learning Target(s)[edit]

Answer the following questions regarding the learning targets:

  • Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? Yes
  • Is/are the learning target(s) specific? Yes
  • Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) Yes
  • Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) Yes. Well– if you asked them a question pertaining to the information they should've learned.
  • Does the article provide adequate information for readers to achieve these targets? Yes

Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.

Comment: This is a FAQ, so learning targets are rather limited I'd imagine. But I have the tendency to want to read a learning target along the lines of "Reader should review and better grasp the concepts associated with technology and some of the more frequent dilemmas, questions that arise blah blah blah.." Poor example, but eh.

Grammar and Mechanics Review[edit]

  • Please either paste the entire body of the article here or any sections that you feel need to be revised.
  • To do this:
    • go back to the module page for the article
    • select "edit this page"
    • highlight all the text, hit control "c" (or "copy" from the edit menu)
    • navigate back to your peer review page
    • click edit this page and paste the text into this window (use control "v" or paste from the edit menu)
    • You may want to have Wikibooks open in two windows/tabs to make this process easier.
  • Type your comments in ALL CAPITALS or in another color so the author can easily find them.

What is Technology Integration?

Technology Integration is allowing students to use technology and computer skills in meaningful ways to enhance education. Integrating technology into the classroom improves not only the learning process, but the outcomes as well. These classrooms use a more student-centered approach and are much more engaged in classroom activities. They are not being “taught”(edit: taught) technology, it has been integrated in such a way, that it is transparent. ("Technology Integration", "Definition", para. 1)

Shaffner (2002) defines technology integration as "the use of technology resources -- computers, digital cameras, CD-ROMs, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school."

What kind of skills does technology integration build?

Technology integration in the classroom helps build many 21st Century Skills. These skills include personal and social responsibility, planning, reasoning, critical thinking, communication skills, cross-cultural understanding, decision-making, and knowledge of when and how to use technology appropriately. (Shaffner, 2002)

What are the teacher standards for intregration (edit: integration)technology into classrooms?

The International Society for Technology in Education (ISTE) has issued five standards that teachers should uphold to successfully integrate technology into classrooms. These include: (Edit: Separate and bold these out like bullets. It looks like you intended to anyway.) 1. Facilitate and Inspire Student Learning and Creativitiy(edit: Creativity) 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage In Professional Growth and leadership

For more information on these standards, please visit the ISTE website at

What is project-based learning?

Wikipedia defines "project-based learning"(edit: I would just bold this and drop the quotations or use parentheticals) as "the use of classroom projects, intended to bring about deep learning, where students use technology and inquiry to engage with issues and questions that are relevant to their lives. These classroom projects are used to assess student's subject matter competence compared to traditional testing." ("Project Based Learning", "Definition", para. 1)

What is Web 2.0?

""Web 2.0" (edit: again– I'd just bold)refers to what is perceived as a second generation of web development and web design. It is characterised (edit: characterized, though I'm inclined to believe characterised is the British spelling– much like realize and realise.) as facilitating communication, information sharing, interoperability, and collaboration on the World Wide Web. It has led to the development and evolution of web-based communities, hosted services, and web applications. Examples include social-networking sites, video-sharing sites, wikis, blogs and folksonomies." ("Web 2.0", "Definition", para. 1) What is a "Wikiversity"?

According to a definition from, a Wikiversity (edit: bold maybe?)is an online community that allows users can find and share information, answers to questions, and general knowledge. ("Wikiversity", "Definition", para. 1)

How are student written texts created?

Students, along with teachers or professors, come together to write a text which others can read and learn from. The students are learning while they teach. The students do not have the purchase expensive textbooks and it has been proven very effective. They are able to peer-review each other to get the best possible text.

What is a virtual school?

"The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery – most commonly using the Internet." (Barbour & Reeves, 2008, p. 402)

There are many benefits from virtual schooling, such as better access, positive learning opportunities, more flexibility and better efficiency (Barbour & Reeves, 2008)

"What does the term 'digital natives' mean and can our classrooms keep up with them?"

Digital natives, or the "Net generation" are the youth of our society that have been using technology all their lives. This gives them better technical skills and learning preferences geared to a digital age.

However, traditional education will not be adequate to support digital natives. Education reform is needed to keep up with the ever-changing "Net generation"


For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)

  1. .Barbour, M. K., & Reeves, T. C. (2009) The reality of virtual schools: A review of the literature. Journal of Computers & Education, 52, 402-416 Sounds like expert opinion from education, and a scholarly journal.
  2. .Bennett, S., Maton, K., & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39, 775-786 Another expert opinion from another journal.
  3. .O’Reilly, T. (2005), “What is web 2.0? Design patterns and business models for the next generation of software” Possibly a popular source— research.
  4. .Project Based Learning, In Wikipedia, the free encyclopedia. Retrieved June 6, 2009, from; research.
  5. .Technology Integration, In Wikipedia, the free encyclopedia. Retrieved June 6, 2009, from; research.
  6. .Web 2.0, In Wikipedia, the free encyclopedia. Retrieved June 6, 2009, from; research.
  7. .Wikiversity, In Wikipedia, the free encyclopedia. Retrieved June 6, 2009, from; research.

List the range of publication years for all sources, e.g. 1998-2006: 2005- 2009

Answer the following questions about the sources used in the article:

  1. Did the author CITE at least 5 sources? Yes and use at least 2 scholarly sources? Yes
  2. Are the citations in APA format? Yes
    1. Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
      1. Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
      2. Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
  3. Are all the sources listed in APA format in a Reference list labeled "References"? Yes
    1. Here is an example of a reference written in APA format:
      1. Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
  4. Taken together do the 5 sources represent a good balance of potential references for this topic? Fairly, yes.
  5. Does the author consider potential bias in the sources? While not specifically discussed, wiki can be tedious to use as a source. I personally do not have any problems with it, but I have certainly had teachers that have. However, being in a class that utilizes the versatility of wikibooks and the wiki-family, I feel it's not an issue.
  6. Are most of the sources current (less than 5 years old)? Yes

Multiple Choice Questions[edit]

  1. What does each question assess: knowledge or reasoning (application of knowledge)?
    1. Question 1 knowledge
    2. Question 2 knowledge
    3. Question 3 reasoning
    4. Question 4 reasoning

Answer the following questions about the multiple-choice questions.

  1. Are there 4 multiple-choice questions? Yes
  2. Do they each have four answer choices (A-D)? Yes
  3. Is there a single correct (not opinion-based) answer for each question? Yes
  4. Do the questions assess the learning target? Yes
  5. Are the questions appropriate and reasonable (not too easy and not too difficult)? Yes
  6. Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers?
  7. Are the response options listed in alphabetical order? Yep
  8. Are correct answers provided and listed BELOW all the questions? Yeppers.

Please make a comment about the multiple-choice questions.

Comment: These are pretty well-done. I did intentional foils on mine to tie in with the humor I tried to present, and it looks as if that could be problematic– but these are pretty straight forward and understandable.

Part 2 - Ratings

LIST and EXPLAIN your rating for each of the four criteria.

  • Importance:
    I rated this article 4 for importance because... I've no issue really on the content itself, only that I wish it had been expanded a bit. It needs to encompass a bit more if possible.
  • Interest:
    I rated this article 4 on interest because... The visual at the top was pretty sweet. The sidebar correlates with letting the reader explore a particular branch more. But there could've been more.
  • Credibility:
    I rated this article 5 for credibility because... Being a FAQ/review, most likely quite a bit of information was already present on other articles.
  • Writing skill:
    I rated this article 4 on writing because... A few spelling issues– most is citation/review. You could spice things up with a bit of your own words/opinions and notate them as so...


To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold

Wiki Article Rubric[edit]

criteria 5 4 3 2 1
How important was the information presented on this topic to you as a teacher education student?
  • Covers key ideas crucial for future teachers to know
  • Based on researched information.
  • Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
  • Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
  • Includes ideas relevant to future teachers
  • Mostly based on researched information.
  • Applicable to today’s schools
  • Provides a good general overview with relevant information and discussion of a few key ideas
  • A couple useful points; some irrelevant information
  • About half of the information is the author’s opinion.
  • Some out-dated information; may not reflect current practice
  • Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
  • One useful point
  • A few facts but mostly the author’s opinion.
  • Most of the information is irrelevant in today’s schools.
  • Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
  • Information is not relevant to future teachers.
  • Information is entirely the author’s opinion.
  • The information is obsolete.
  • Only irrelevant details or common knowledge. Lacks any substantive information.
criteria 5 4 3 2 1
How interesting was the article to read?
  • Sidebar includes new information that was motivating to read/view
  • Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
  • Multiple perspectives are considered and discussed
  • Mostly new information/ideas
  • Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
  • Points are clearly made and elaborated on with compelling examples.
  • Sidebar includes new information that enhances understanding of the topic
  • Visuals add to the article
  • At least two perspectives were presented
  • About half of the information/ideas are new
  • Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
  • Some good points are made and explained.
  • Sidebar includes new information related to the topic.
  • Visuals are included but have minimal effect
  • One interesting or new perspective is presented
  • A couple (2-3) new ideas or pieces of information
  • Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
  • Points are made but may not always be adequately supported or explained.
  • Sidebar repeats what is already in the article
  • Visuals are somewhat distracting or not included
  • Only the “typical” view or one biased perspective is presented.
  • One new idea or bit of information
  • Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
  • At least one clear point is made and supported.
  • No side bar included.
  • Visuals are offensive and completely detract from the content
  • No perspective is acknowledged.
  • Nothing new.
  • No analysis or interpretation included
  • No clear points are made or points appear pasted from other sources without any explanation.
criteria 5 4 3 2 1
How credible do you think the information is?
  • Required sources are properly cited and included in a reference list in APA format.
  • Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
  • Author clearly identifies his own ideas, biases and opinions
  • Required sources are included; a couple of formatting errors
  • Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
  • It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
  • Required sources are included; APA format is not used or has many errors.
  • A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
  • The author occasionally (1-2 times) states his own opinion as fact.
  • Only 4 sources are cited/listed in the references or only 1 scholarly source was used
  • Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
  • Author routinely (3-4 times) states her opinion as fact, ignores own biases.
  • Missing two or more sources OR sources used but not cited or listed.
  • All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
  • The entire article is biased and opinion-based without acknowledgment of this perspective.
criteria 5 4 3 2 1
How well do you think this article was written?
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
  • Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
  • Captures and maintains attention throughout
  • All or almost all of the cited information is introduced, elaborated on and explained
  • Writing is organized, easy to read, and contains few to no mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
  • Specific and reasonable learning targets are stated; the content aligns with these goals
  • Captures attention initially and periodically throughout
  • Most of the cited information is discussed or explained.
  • The article flowed pretty well and there were just a few mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) assess key points
  • Reasonable learning targets are stated; the content relates to these goals
  • Parts of the article capture attention
  • About half of the cited information is discussed
  • A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
  • 4 multiple-choice questions are included.
  • Learning targets generally related to the content are stated
  • At least one part of the article is interesting
  • Information is “pasted” together with minimal explanation.
  • Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
  • Questions are missing or not multiple-choice.
  • Learning target is missing or unrelated to content or is/are not actual learning targets
  • Nothing in the article grabs the reader’s attention
  • Article is entirely “pasted” together from other sources.
  • Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.

Part 3 - "2+2"

List TWO compliments and TWO suggestions about the article content

  • Hints:
    • Focus on the work, not the person
    • Describe "There is...", "I see.." rather than judge "You didn't..."


  1. .Fairly straight forward presentation.
  2. .Simple, effective format. The questions at the end were a good match to what's presented.


  1. .A little too short. Expand a little. Broaden the FAQ.
  2. .Add some personal insight.