An Evaluation of Peer Review in US Graduate Research Courses


  • Carianne Bernadowski Robert Morris University
  • Jason Aspinall Franciscian University of Steubenville


The use of peer review is a valuable tool that can improve the quality of writing and the ability to work collaboratively in a learning community. This paper investigates the use of the peer review process in research methodology courses on the graduate level. A peer-review process was implemented with a doctoral-level course and a master-level course at a small, private university in Pennsylvania, United States of America. The researcher implemented peer-review assignments in two sixteen-week courses and measured student perceptions with a survey created for the research. A total of 27 master and doctoral students participated. The results of the study indicate that students were engaged in the activity and conveyed positive perceptions, such as increase in self-efficacy toward using a peer review process to encourage engagement in the course material. The results of this pilot study should be examined in order to promote future research on peer review as a learning strategy to increase self-efficacy of graduate students. It is also recommended that further measures be constructed to seek richer feedback on the process.

Author Biographies

  • Carianne Bernadowski, Robert Morris University

    Associate Professor of Early Childhood Education
    Coordinator of the Reading
    Specialist Program, Coordinator of English and
    Communications Secondary Education Teacher Certification
    Robert Morris University
    Moon Township, PA, United States

  • Jason Aspinall, Franciscian University of Steubenville

    PhD Candidate
    Assessment and E-Learning Specialist
    Franciscian University of Steubenville
    Ohio, PA, United States




How to Cite

An Evaluation of Peer Review in US Graduate Research Courses. (2014). International Forum Journal, 17(2), 44-57.