Writing has long been recognized as both an outcome and method of successful pedagogy in psychology. Accordingly, there are a number of methods that successful instructors have employed to teach psychology students how to write. One such method is to facilitate students’ reviewing each other’s written work (i.e., to engage in peer review), although the research on this as an efficacious classroom intervention has thus far been limited. In this study we examine the benefits of implementing student reviews of peers’ written work in a senior-level undergraduate psychology course (N = 59). Results suggest that the more critical students were of their peers’ writing, the higher their grades were on their own writing, an effect that persisted when controlling for grades on previous written assignments and the effect of feedback received from peers on their written work. These findings extend previous research on the effect of student peer reviewing and highlight the utility of implementing peer review in the psychology classroom.

中文翻译：

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同行评议对学生写作的好处

长期以来，写作一直被认为是心理学成功教学法的结果和方法。因此，成功的教师采用了多种方法来教心理学学生如何写作。一种这样的方法是促进学生相互审查对方的书面作品（即参与同行审查），尽管迄今为止，将其作为一种有效的课堂干预的研究还很有限。在这项研究中，我们研究了在高年级本科心理学课程 (N = 59) 中实施学生对同伴书面作业的评论的好处。结果表明，学生对同龄人的写作越挑剔，他们在自己的写作上的成绩就越高，在控制以前书面作业的成绩以及从同龄人那里收到的反馈对其书面作业的影响时，这种影响仍然存在。这些发现扩展了先前关于学生同行评审效果的研究，并突出了在心理学课堂中实施同行评审的效用。