What’s new in Calibrated Peer Review 6
- removes the HTML formatting hurdle
Students no longer need to learn and use HTML tags if they want to format their
text or enter equations. They can now format their text submissions like they do
in a word processor, without having to type special formatting code or they can
cut and paste pre-formatted work directly into the text submission box.
- displays an easy to read record of progress in an assignment
When they login to an assignment, students quickly see the due dates of the components
of the assignment and detailed identification of what they have done and what yet
needs to be completed.
- has an improved upload interface
CPR6 automatically submits an uploaded file if a student forget to do so and logs
off the program.
- increases the options for record keeping
Excel file downloads of the CPR scores include student IDs as well as student names.
- makes the instructor post-assignment review process more efficient
A new algorithm reduces the number of files recommended for instructor perusal.
- includes more documentation
The instructor’s manual accompanying CPR6 discusses best practices for setting up
and implementing assignments based on the goals you have for your course.
- gives instructors access to hundreds of assignments in the Central Library
Hundreds of pre-written assignments indexed by discipline provide a wealth of resources
for choosing or developing for available for adopting or adapting
- supports CPR Login usernames using campus sign-in credentials
Administrators have the option to specify the username that students use to log
into their CPR assignments.
- has an updated and illustrated administrator manual
The administrator manual has been revised to address the new features of CPR6.
- facilitates studies involving research in student learning, in writing-to-learn,
and in peer review
CSV downloads of student written texts, explanations and ratings provide a wealth
of authentic data for learning processes and on peer review research.
- New analytical tools permit item analysis of calibration exercises have been used
by researchers to identify student misconceptions and improve assessment measures.
What’s new in Calibrated Peer Review 5
Calibrated Peer Review 5 (CPR5) includes many minor additions and enhancements,
as well as these major new features requested by users:
CPR5 lets students upload files
When you activate an assignment you can now allow your students to upload a file
during text entry. Students can add a picture, graph, spreadsheet, video, presentation,
poster, or anything else you want. This new feature is robust and has been tested
successfully in large classes with minimal instructions to students.
This new feature is flexible: You can make the file upload mandatory or optional.
This means that all existing assignments can be used in CPR5 without modification.
Set Miscellaneous Options.) You may also modify or create a new version
of an assignment that includes an upload, thus, giving you and others more flexibility
in your courses.
CPR5 assignment scoring is much faster than before
While maintaining the fundamental meshed scoring that connects up to 27 students
together in any score, CPR5 decreases the calculation time by more than an order
of magnitude. For example, scoring a typical class here at UCLA would take about
5 minutes in CPR4. In CPR5, scoring a similar-sized class takes less than 15 seconds.
What’s new in Calibrated Peer Review 4
Calibrated Peer Review 4 (CPR4) includes far too many new and improved features
to list in detail. Some of the major changes to the software are described briefly
Whether you’re acting as an institution’s CPR administrator, as an instructor, or
as an author of CPR assignments, you’ll find many advantages to using CPR4.
CPR is now a distributed system
The features of previous versions of CPR are now split into two components, called
CPR Central and CPR Local.
CPR Central, located at UCLA, provides a place for authoring, storing, and sharing
assignments. This central assignment library includes all assignments that were
part of the old CPR server library. Unlike the old library, the new central assignment
library is continually growing as assignments are created by the community of CPR
CPR Local is installed on a server at your institution. Your students’ records and
work is stored entirely on your own campus, safely behind your firewalls. Your copy
of CPR Local communicates with CPR Central only during assignment activation. After
an assignment is copied to your CPR Local, you are no longer dependent on the CPR
Central server here at UCLA. You and your students will no longer have to share
a server’s processing power and resources with other institutions.
General improvements to CPR
All users of CPR at your institution will quickly notice these improvements:
- We’ve cleaned up CPR and made it more attractive, with lighter colors and consistent
fonts throughout the program. Colors and fonts are specified in cascading style
sheets, so you or your IT people can easily customize the program’s look if you
don’t like it as is.
- All users can now manage their own profile within CPR: correct their name, change
their password, and change their e-mail address. This makes life easier for administrators
and instructors, because they won’t be asked to do things that students can now
New and improved features for authors
If you use CPR to author assignments, you’ll enjoy these features of CPR4:
- Each task in authoring an assignment is no longer considered finished merely because
you entered some text. You can now mark a task “Finished” or “More work needed.”
An assignment isn’t considered finished until you say it’s finished. (Screenshots:
- You can now search for assignments in the central assignment library by title, description,
subject, user level, keyword, or author. (Screenshots:
Search Assignment Library,
- If you find an assignment in the library, but it doesn’t meet your needs as is,
you can easily copy it so that you can modify it for your own use.
- You can use the new citation directory to see who has activated one of your assignments
for use by a course, and who has modified one of your assignments. (Screenshot:
- A new downloadable authoring manual provides examples and alternative approaches
to authoring an assignment. You’ll also find helpful hints and tips from experienced
authors displayed directly within the authoring tools.
New and improved features for instructors
As an instructor using CPR, you’ll benefit from the following improvements in CPR4:
- We’ve reworked CPR’s scoring system and have achieved significant improvements in
speed. This means you’ll spend far less time waiting for student results!
- When setting up an assignment’s timing, you can now include pauses between the stages
of the assignment. This lets you schedule class discussion time or review student
progress during an assignment. (Screenshot:
- If you’re using a tool that requires you to select a user, you can now do so from
a table of all users in your institution or in your course. You can filter these
tables by letter, so you can see only student’s whose last names begin with A, B,
C, and so on.
- You can choose to give students partial credit if they submit their calibration
reviews after the deadline has passed.
- You can now download peer feedback for questions or ratings in a single file.
- You can allow students to see the other peer reviews of the assignments they reviewed.
New and improved features for students
Some of the changes we’ve made to CPR will appeal to your students, including:
- We’ve redesigned the tour students take the first time they use CPR, and have included
a diagram to better explain how they’ll progress through an assignment.
- When students need to retake a calibration, their previous answers are now remembered,
so they won’t have to answer every question all over again.
- Another helpful feature for students is a table of HTML formatting tags that they
can display while they’re working on their text entry.
- We’ve added more information to the display of student results, and also made a
downloadable handout available to students, so they can better understand their
scores and how they were calculated.