User:Roach Jefferson/sandbox

Peer review is the evaluation of work by one or more people with similar competencies as the producers of the work (peers).^[1] It functions as a form of self-regulation by qualified members of a profession within the relevant field. Peer review methods are used to maintain quality standards, improve performance, and provide credibility. In academia, scholarly peer review is often used to determine an academic paper's suitability for publication. Peer review can be categorized by the type of activity and by the field or profession in which the activity occurs, e.g., medical peer review. It can also be used as a teaching tool to help students improve writing assignments. Peer review is used frequently within schools as a means of help students improve their writing and revision skills^[2]. Although there are contradictory opinions, the method of editing is used throughout the US and even other nations including The American College of Greece where peer review was recently utilized in a study^[3][4].

Henry Oldenburg (1619–1677) was a German-born British philosopher who is seen as the 'father' of modern scientific peer review.^[5][6][7]

Peer review, or student peer assessment, is widely used in secondary and post-secondary education as part of the writing process. This collaborative learning tool involves groups of students reviewing each other's work and providing feedback and suggestions for revision.^[8] Understanding how their work is read by a diverse readership before it is graded by the teacher may also help students clarify ideas, and understand how to persuasively reach different audience members via their writing. It also gives students professional experience that they might draw on later when asked to review the work of a colleague prior to publication.^[9][10] The process can also bolster the confidence of students on both sides of the process. It's been found that students are more positive than negative when reviewing their classmates' writing^[11]. The positive findings from the study could help students not get discouraged but rather feel determined after receiving peer review^[11].

Critics of peer review in classrooms say that it can be ineffective due to students' lack of practice giving constructive criticism, or lack of expertise in the writing craft at large. Teachers using peer review as an assignment can lead to rushed-through feedback by peers, using incorrect praise or criticism, thus not allowing the writer or the editor to get much out of the activity^[11]. As a response to these concerns, instructors may provide examples, model peer review with the class, or focus on specific areas of feedback during the peer review process. Instructors may also experiment with in-class peer review vs. peer review as homework, or peer review using technologies afforded by learning management systems online. Students that are older can give better feedback to their peers, getting more out of peer review, but it's still a method used in classrooms to help students young and old learn how to revise^[2]. With evolving and changing technology, peer review will develop as well. New tools could help alter the process of peer review^[12]. New methods of peer review, such as online, in a studio, or more is conducted and on which devices could bolster or negatively affect the process in classrooms as found within studies recently done within the US^[12].

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