Calibrated Peer Review® (CPR), the first on-line writing and peer review program, continues to serve as the gold standard for more recently developed writing management systems. This is because CPR is much more than a management system. The pedagogy undergirding CPR—writing, training as a reviewer (aka calibration), anonymous peer review, and then self-assessment of one's own work—has remained the foundation of the program, now in its 6<sup>th</sup> version. Each writing assignment seamlessly moves the students through all the stages of the cognitive domain of Bloom's hierarchical taxonomy of learning. Over the years, discipline-based researchers have examined how the various stages of the program contribute to students' content learning and self-confidence in their higher-order evaluation skills. This talk will summarize their research findings and then present new research and research tools for studying the content and quality of student reviews and the role of peer feedback on student learning.

Writing-to-learn with Calibrated Peer Review®

253rd National Meeting (2017)

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