Replication Data for Learning as a Peer Assessor: Evaluating Peer-Assessment Strategies
<|begin_of_text|><|start_header_id|>system<|end_header_id|> You are a research archivist expert in dataset metadata. Answer the question truthfully.  <|eot_id|><|start_header_id|>user<|end_header_id|> Here is the Description of a dataset. Description:'When students engage in peer assessment or review activities, they often put emphasis on the feedback they receive from peers, but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This SoTL project conducts a small-scale controlled experiment with students conducting peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment, and assessment without qualitative feedback effect both students’ ability to improve their work and their perception of the value of ' . Please return only a json list of at most 3 Keywords corresponding to the Description:.<|eot_id|><|start_header_id|>assistant<|end_header_id|> {"Answer" : ["SoTL"]} <|eot_id|>
 Here is the Description of a dataset. Description:'When students engage in peer assessment or review activities, they often put emphasis on the feedback they receive from peers, but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This SoTL project conducts a small-scale controlled experiment with students conducting peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment, and assessment without qualitative feedback effect both students’ ability to improve their work and their perception of the value of ' . Please return only a json list of at most 3 Keywords corresponding to the Description:.
When students engage in peer assessment or review activities, they often put emphasis on the feedback they receive from peers, but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This SoTL project conducts a small-scale controlled experiment with students conducting peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment, and assessment without qualitative feedback effect both students’ ability to improve their work and their perception of the value of 
SoTL