Peer Evaluation of Video Lab Reports in a Blended Introductory Physics   Course
  The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop their abilities to present and evaluate scientific arguments. Within these assignments, we also assessed students' evaluation abilities by comparing their evaluations to a set of expert evaluations. We summarize our development efforts and describe the changes we observed in student evaluation behavior. 
Scott S. Douglas, Shih-Yin Lin, John M. Aiken, Brian D. Thoms, Edwin   F. Greco, Marcos D. Caballero, Michael F. Schatz
physics.ed-ph