MYREVIEWERS ASAD Project

MY REVIEWERS E-LEARNING PORTAL
ASAD PROJECT
ARUN KUMAR DASH
DIVYA RAJASRI TADI
NIREESHA REDDY
RAMYA KRISHNA REDDY

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INDEX
1.Introduction…………………………………………………….3
2.My Reviewers Features…………………………………...4
3.Web Interface – Instructor View…………………….13
4.Web Interface – Student View……………………….27
 Technical Specification
 Use Case Diagram
 Class Diagram
 Flow Diagram
5.Enhancements to the Tool………………………………33
6. Gems from this project……………………………………45

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INTRODUCTION
MY Reviewers website is designed to help institutions and instructors improvetheir students writing
skills, collaborative work and critical thinking by
 helping instructors and students provide more useful, explicit feedback on student writing
 leveraging the affordances of social software to revolutionize peer review, mentoring, and
assessment
 Identifying and subsequently supporting students at risk, thereby advancing retention.
MY Reviewers is a document management system, an e-learning environment, a writing space. It
employs permissions-based architecture so document workflows can be defined by user roles, such
as Administrator, Mentor, Instructor, Co-Instructor, Student, Peer Reviewer, Researcher, and
whatever other roles users desire.
For students, My Reviewers helps organize teacher and peer feedback. Students may consult
comprehensive resources to better understand academic conventions, and they can put common
comments on drafts, which link out to articles, videos, and exercises about the comment. Archives
of past feedback helps students understand the strengths and weaknesses of their writing, enabling
and enhancing metacognition and retention.
My Reviewers is useful for teachers as it saves time, analyze the student’s progress by class and
provides unique assessment for each student thereby giving support and also to review peer
comments.
My Reviewers tool helps in learning analytics for administrators who would like to mentor
instructors hence can conduct enhancements to the original curriculum and analyze the outcome of
the institutional programs.
For researchers, the My Reviewers corpus offers opportunities for research on student and
instructor commentary, peer review, the development of writing and cognitive abilities, and various
other corpus-based discourse analysis work.
For institutions, My Reviewers can be used to identify students at risk of failing and to generate
assessment reports for accreditation purposes.

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MY REVIEWER’S FEATURES
Peer Review
Instructors can deploy My Reviewers to set up groups of any size and associate the peer groups
with any student documents. When establishing the due dates for peer reviews, instructors can
choose between
 a template that enables students to grade papers according to rubric criteria
 a template that provides discussion spaces for students to reflect on rubric criteria.
Regardless of which peer review template is deployed, students have all of the functionality that
instructors have, including the PDF markup tools, an endnote commenting space, and Common
Comments.
At the University of South Florida, dramatic improvements in the quality of students’ reviews since
requiring students to conduct peer reviews on intermediate drafts via My Reviewers. During the
2012/13 academic year, students conducted over 20,000 peer reviews, using My Reviewers in all
three of composition models: a workshop model, a face-to-face model, and an online model. When
we met with our faculty and students to research their experiences with My Reviewers during peer
review, they have tended to identify three top benefits:
1. Students love the Community Comments because they help them provide useful feedback.
2. Teachers praise My Reviewers for aggregating in-text and endnote comments, allowing them to
easily grade peer reviews.
3. Students appreciate the opportunity to rate the reviewer.

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Easily grade students’ peer reviews
Unlike traditional peer review practices that require instructors to sort through multiple pages to
figure out what different students said on a student’s draft, My Reviewers provides instructors a
snapshot of students’ reviews. By simplifying the process of grading peer reviews, My
Reviewers helps instructors teach students how to conduct better reviews.
Peer Review Rubric

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Complete a revision plan
After a peer review session has been completed, instructor may assign student a revision plan. In
this optional assignment, student will summarize feedback from peers and instructor, analyze peer
and instructor feedback, and outline a plan of revision. After student filled out the revision plan, it is
submitted. Subsequently, instructor may review student’s revision plan and provide him with
additional feedback. If instructor provides feedback on student revision plan, particular student can
view it from the same revision plan page. Unlike the peer review process, the revision plan is not
controlled by a deadline. Hence, students need to carefully follow instructor’s advice regarding the
due date.
Revision Plan Rubric
Community Comments
As experienced teachers well know, students need to be trained to provide effective reviews.
Without guidance, some students are ill-prepared to provide helpful feedback. To support students
as they learn to provide specific feedback, My Reviewersprovides a library of comments that can be
embedded on to other students’ papers. These Community Comments address issues of focus,
format, evidence, organization, style and grammar.

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How do Community Comments support peer review?
For students, these comments provide a language and level of detail that can provide depth to their
peer reviews. Students can easily search the Comment Library for topics in two ways:
1. Scanning the complete list of comments to discover specific areas they might comment on in
their peer review. A one-click process lets students open a complete list of comments in a separate
window.
2. Searching keywords through the Community Comments search engine. For example, students
can search for “comma” and subsequently view related comments that address comma-related
errors.
How do Community Comments support student learning about writing topics?
Students’ marked-up papers include a numerically ordered list of Community Comments chosen by
reviewers. Each comment is a clickable hyperlink that leads to resource page for further learning
about the topic.
Community Comment resource pages combine a variety of components, including:
 a brief definition of the comment
 examples illustrating how to identify the issue highlighted by the comment
 examples illustrating how to revise the issue highlighted by the comment
 one or more videos explicating the issue highlighted by the comment
 student activities that support assessment of a student comprehension
 additional links to related Community Comment resource pages
 additional links to articles at Writing Commons, the free, open-education resource for
writers

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Research
My Reviewers is an active site of research. A document workflow platform, My Reviewers archives
all information, including the hundreds of thousands of teacher and student commentaries on
documents. When students first use My Reviewers, they are prompted to opt in or opt out of
allowing their texts to be added to this research corpus. Researchers are consulting the My
Reviewers corpus, which now includes over 160,000 assessed documents, to conduct research on
teacher and student commentary, peer review, and the development of student writing, reasoning,
and information literacy on the development of writing, reasoning, and information literacy. Plus,
computational linguists have used the My Reviewers corpus for corpus-based discourse analysis and
argumentation mining. At the University of South Florida, in addition to using My Reviewers for
SACs Accreditation Reports, writing program administrators have deployed My Reviewer’s learning
analytics to improve the writing curriculum and thereby enhance student success. By having access
to teachers’ and students’ in-text comments, endnotes, and scores, WPAs can better mentor
instructors and better assess the efficacy of their writing programs. MY Reviewers can help
institutions and Writing Program Administrators to identify variety of options:

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Writing Program Administrators

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Administrators involved in Writing Program can use My Reviewers tool which provides
 Graphical user interface that can expedite document as well as peer reviews
 an architecture based on permissions that can uphold FERPA standards
 tools for reporting in real time, useful in mentoring instructors and to conduct program
assessments
 revenue for enhancements to the program and mentoring process
Easy to Adopt Multiple Roles
Permissions-based architecture used in My Reviewers enabled Writing Program Administrators to
access to a digital source of information. Access to uploaded documents can be defined by user
roles such as Administrator, Mentor, Instructor, Co-Instructor, Student, and Peer Reviewer and
Researcher. In the case of program-wide adoptions, the Administrator Role in the Settings Panel can
customize permissions, roles, and document workflow settings.
For example, My Reviewers can be configured so that access to student documents can be viewable
by a single instructor, by multiple instructors, by mentors and instructors or any other desired
combination. Data view can be defined by permissions defined for roles, so access to different data
patterns can be done by assigning different roles.

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Increased Mentoring Opportunities
Writing Program Administrators had access to grades as well as the feedback on projects (final and
draft level) can help to mentor instructors.
 Writing Program Administrators can access the reports for Peer Review and Upload
section in case of any complainants by the students and can meet teachers to help
students to catch up semester schedules.
 WPA can mentor new instructors by assigning senior faculty as mentors to review the
instructor’s comments as well as scores.
 In some cases new graduate students with minimum credit hours in English department
graduate level may be asked by WPA’s to serve as a document instructor which is usually
taken care by the teacher in the particularclass.
 With the help of MY Reviewers it is easy for WPAs compare instructors’ grading patterns
and warn them when they are in the low level calculated from the bottom.

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 Comments from instructors can be aggregated to find endnotes and identify most
common comments .The grades and comments can be shared among instructors to
facilitate identification of course curriculum.
Real Time Assessment
Learning Analytics in My Reviewers can provide Writing Program Administrators to generate reports
for program assessment and accreditation purposes. This analytics is also useful for research. My
Reviewers used SQL databases to archive the data about every class and grades given by an
instructor or details of student by the system. By learning analytics WPA’s can improve process of
teaching which can even facilitate student success.
 MY Reviewers tool is used to identify patterns in instructor feedback and can help in
development of the student which enables educational institution to modify any
curriculum which can suit needs of the students. Data collected from students reports can
be used for for accreditation reports
 Feedback given by the teachers can be aggregated in order to highlight student writing
and critical thinking skills.
 Rubrics may be different for instructors hence in order to track development of the
student WPA’s can aggregate the quantitative data from all instructors.
 Different models can used to identify the efficacy of the approaches used by the
institutions.
MY Reviewers tool can be used by WPAs to compare evaluations done by summation to those of
formative evaluations which will enable writing programs change their course work to meet
students’ needs during the semester.

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MY Reviewers developed reporting tools to help Universityof South Florida get the information in
order to change the course of curriculum. The below view reports rubric scores by project for spring
and fall semesters in the year 2012 and 2013.
Portfolio Assessment
With the portfolio assessment feature, students will receive feedback from multiple reviewers,
including their classroom teacher as well as one or two additional readers. Administrator can
organize a portfolio assessment for a specific project as well as for specific students. Round 1 and
Round 2 readers have all of the document markup capabilities of classroom instructors, so
administrator may want to clarify the level of feedback expected from instructors.

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Web interface - INSTRUCTOR VIEW
Instructor Login: The instructor can login to My Reviewers by selecting Organization name, My
Reviewers User ID and Password
“Organization Name.” displays the list of colleges/universities.
The direct link to your institution’s login page will appear at the top. You can bookmark this link in
your browser to easily log in next time!

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Instructor Task Selection:
Instructor Task Selection screen is the landing screen that follows your login to My Reviewers. You
can return to this screen at any time using the navigation menu at the top of the screen.
The tasks on this screen have the following options:
 Grade center
1. Review/Grade Assignments
2. Review /Grade Peer Reviews
3. Review /Grade Revision Plans
4. Review /Grade E-Portfolio assignments

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 Management
1. Manage Class
2. Manage Peer Reviews
3. View Instructor and Reader 1 Assessments
4. Manage Account
 Resources
1. Community Comments
2. Network, Collaborate, Compose: College Writing in the Digital Age
3. Rhetoric Matters: Language & Argument in Context
4. A Rhetorical Approach to Workplace Writing Practices
 Help center
i. Grade Center
Review/Grade Assignments

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Grading and saving
To give feedback to the students instructors have the option to: rubric, use, and use Community
Comments. After reading and marking up the student’s document, instructors can assign grades to
the paper.
Use the rubric
1. Instructor can evaluate the paper on a scale of 0 to 4 for each of the five rubric criteria: Focus,
Evidence, Organization, Style, and Format. The Rubric Score and Final Grade at the bottom of the
screen will update automatically as you assign scores for each category.

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Use mark-up tools
Using the annotation tools in My Reviewers is easy; instructor can add text, shapes, images, and
other graphics to a draft while reviewing.
Add… Common Uses
Point directly to an element in the text
Draw attention to a specific word or sentence
Direct your peer to a particular source on the
web
Add specific marginal questions or comments
Use Community Comments
Library of comments that can be embedded on to students’ papers. Community comments explains
students how these decisions relate to the rubric.

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Review/Grade Peer Reviews
To view and grade all the peer reviews written by particular student.
Instructor can select appropriate student and assignment to grade or view a particular draft. “I”
indicates that no peer reviews have been completed by that student.
All the peer reviews written by the student selected by instructor will appear.

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Review/Grade Revision Plans
To grade a student’s revision plan, follow these steps:
Instructor selects the project and version, team to which the student belongs, student. Three
sections will be displayed: a report of peer reviews and instructor’s review of the student’s paper,
the revision plan completed by the student, and a text field for instructor feedback.

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ii. MANAGEMENT
Manage class:
Change Term: Changing the term allows an instructor to view records from a past semester.
Instructor can view records from a past semester, but cannot modify any grades or documents. The
records will then be drawn from the term selected.
Upload:
In the event that a student is unable to upload a document to My Reviewers on their
own, instructors have the ability to upload a draft or completed project for a student instead.
View as a Student:
Instructor can view as a Student by choosing class, section and a student name from the dropdown
list. Thus instructor can check the interface of his students.

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Remove Student from Class Roster:
Dropping a student in My Reviewers will simply remove him/her from the class roster in My
Reviewers. The student will still be responsible for withdrawing from the corresponding course at
the institution.
Manage Comment Library:
1. Select the course and section from the drop-down menu.
2. Select the project and version of the paper from the drop-down menu.
3. Select the due date and time of the peer review session. Ideally, a peer review session should
be scheduled after the deadline of the associated project.
4. Assign each student to a particular team:
1. Select a student from the “Peer Reviewers” column.
2. Click the arrow beside the team to which the student will be assigned.

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3. The maximum recommended number of students in a group is six. (Note that a group
of six requires each student to complete five peer reviews.) While you can assign larger
peer review groups, the system will only display the first five reviews for each student.
5. Click Email Team Assignments in the upper right-hand side of the screen to notify students
about their team assignment.
View Instructor and Reader 1 Assessments
Manage portfolio assessment grades
After a completed round of portfolio assessment, the classroom teacher can compare his/her scores
with those assigned by Reader 1. The classroom teacher can then choose to discuss differences in
scoring with the Reader. Note that this view is currently only available to the classroom teacher and
mentors of the class.
To manage portfolio assessment grades, instructor should follow these steps:

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1. On the Instructor Task Selection screen, select View Instructor and Reader 1
Assessments under the “Management” section. Click Go.
2. Select the class and section.
3. Select the project and draft.
4. Select the Reader whose scores you’d like to compare with your own.
A comparison of your scores and those assigned by Reader 1 will appear in a table.
Manage Account
Click on Manage Account to reset the password. The below screen appears:

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iii. RESOURCES
Community Comments
When you view your instructor’s or peer’s feedback on an assignment in My Reviewers, you
may see your work marked up with comments, highlights, and numerical codes. These
numerical codes, displayed in purple, represent Community Comments, or comments that
are aimed at having you improve your writing by consciously reflecting on the decisions you
make as a writer and how these decisions relate to the rubric.
After your assignment has been reviewed by your instructor or peer, you will receive a
numerically ordered list of comments at the end of your marked-up document. Each
comment is a clickable hyperlink that leads to a resource page where you can learn more
about the topic. A typical resource page includes the following sections pertaining to the
topic: definition, identification, revision, common types, usage conventions, videos, activities,
and external links.
Network, Collaborate, and Compose: College Writing in the Digital Age
When you click on “Network, Collaborate, Compose: College Writing in the Digital Age“ it opens a
page where it displays a pdf about Information Literacy, Digital Literacy, Visual Literacy, Invention,

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Research, Constructing Academic Arguments, Remediation, Peer Review, Revision, Editing,
Resources for Writers etc.
Rhetoric Matters: Language & Argument in Context redirects to a pdf page which contains content
about Intro to Professional/Technical Communication, Ethical Communication, Analyzing the
Rhetorical Situation, Professional and Technical Writing Processes, Style in Professional/Technical
Communication, Document Design etc…
A Rhetorical Approach to Workplace Writing Practices contains content about Writing in the
University Setting, Critical Thinking and Arguments, Rhetoric, Conducting Research, Drafting an
Argument, Constructing the Essay etc…

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Web Interface – Student View
Student Login
Student login is same as Instructor’s login which is shown in instructor’s view
Student Task Selection screen
The Student Task Selection screen is the landing screen that follows your login to My Reviewers. You
can return to this screen at any time using the navigation menu at the top of the screen.
 Tasks
a) Submit Assignments:

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Students can upload their assignments by clicking on “Submit Assignments”.
Follow the 3-step process to upload your document:
Select the project and draft.
Click Choose File to browse your computer for the file you want to upload. Click Upload
Selected File.
Validate document upload. Your document has been uploaded successfully if:
A preview of the document appears on the right-hand side of the screen.
A yellow confirmation message appears at the top of the page:
“Confirmation: Your_Project_Name uploaded successfully! Thank you!”
b) Complete Peer Reviews:
A student can review the assignments of team members and can also rate his peers
using rubric.
 Grade Centers
a) Assignments: After your instructor has finished grading your assignment, you
will receive an email notifying you that your assignment is ready to be viewed.

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To view your instructor’s feedback on an assignment you have uploaded to My
Reviewers, click on assignments
b) Peer Reviews :
To view the grades of peers. Click on Peer review Assignment.

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 Management
The following links are given under Management:
Register in a New Class
Drop a class
Change My Password
Change Term
a) Register in a New Class :
Enter your class registration code. Your instructor will provide you with this code, which is
typically a string of numbers and capitalized letters fewer than 10 characters. (E.g. 7890-FALL)
Click Submit.
Success! You will see a registration confirmation message:

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This message serves as a confirmation that you have successfully registered for [Class Name that
you registered for will be here].
For example:
b) Drop a Class:
Dropping a class in My Reviewers: My Reviewers is a tool that works independently from your
institution’s records. Hence, dropping a class in My Reviewers will simply remove you from the class
roster in My Reviewers. Follow the instructions below to drop a class in My Reviewers.
Dropping a class at your institution: After you have dropped a class in My Reviewers, please bear in
mind that you will still be responsible for withdrawing from the corresponding course at your
institution. You may need to consult your institution’s Office of the Registrar to fully withdraw from
a course.
Click Drop a class in task menu. Select the class you would like to drop. Click Drop Class.
Select the class you would like to drop. Click Drop Class.

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You will see a confirmation message:
This message serves as a confirmation that you have successfully dropped the [class name] class.
For example:

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ENHANCEMENTS TO THE TOOL
Based on our analysis of the current system and recent enhancement performed on the
MyReviewers we have come up with a few possible enhancements to the current system which can
be easily integrated into the current system.
Project due date
Most of the instructors are asking for this feature in MyReviewers tool. Instructors set due dates for
each individual project and a mail will be send to every student in the class once they entered the
due date. But once the due date is passed if instructor changes the due date it will send mail again
to all the students saying the due date is changed. Sometimes instructors want to extend the due
date to some students in the class for some valid reasons. This feature is not present in
MyReviewers right now. And extended due date mails are dampening the class mood for the people
who submitted their projects before due date.
View Uploads
Lot of students are complaining that their submitted projects are not visible to the instructors. This
happen due to server down issues are their own connectivity issues. Students think their projects
submitted but their actual work is not submitted and lost. To overcome this problem MyReviewers
has to create separate page to help the students to view their submissions. And also if the
submission is successful the system should send mail to student stating your project has been
submitted.
Test Cases
Right now MyReviewers has minimum testing infrastructure. There are no test cases for testing and
no unit tests or regression tests. Lot of the time the changes made to the system create the
regressions somewhere else in the code. It is causing lot of rework to the team. Automated test

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cases will be the solution for this problem. If the system have good amount of automated test cases
with good coverage will reduce the regressions.
Multiple code Bases
MyReviewers have two different code bases. One is for USF echo system and other is for all other
universities which use MyReviewers. But the functionality wise everything is same but the
databases calls are different. Developers always need to update the two systems for any updates or
any bug fixes. Sometimes developers forget to incorporate the fixes in other systems and the code
bases are diverging drastically. It is better to have single code base with different database calls
both incorporated in one place.

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USE CASE DIAGRAM

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DETAILED DESCRIPTION OF USE CASE DIAGRAM:
 Student registers on My Reviewers website
 Students submits assignments
 Student does peer reviews
 Student completes and submits the revision plan
 Instructor grades papers
 Instructor assigns peer reviews
 Instructor grades portfolio assessments
 Instructor grades revision plans
 Administrator allocates grades to students
 Administrator generates analytical reports
 Administrator does the student to instructor allocation
 Administrator also verifies the student credentials
 Web developer maintains the website

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CLASS DIAGRAM

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CLASS DIAGRAM EXPLANATION
MYREVIEWERS
 This class is does not have any attributes but performs functions like learning analytics,
portfolio assessment, revision plan and peer review.
EMPLOYEE
 This class is parent class having attributes name, userid, password, contact and address
which are inherited by all the subclasses: instructor/mentor, web developer and
administrator.
STUDENT
 This class accesses the My Reviewers website to perform various functions like
submit assignments, submit revision plan and peer review.
 It has student details like name, address, userid, password and contact.
INSTRUCTOR/MENTOR
 This class is a subclass of parent class employee and inherits all the attributes of the parent
class employee like name, userid, password, contact and address.
 This class performs various functions like grading projects, assigning peer reviews to students,
grading revision plans and grading portfolio assessments.
ADMINISTRATOR
 This class is also a subclass of parent class employee and inherits all the attributes of the
parent class employee like name, userid, password, contact and address.
 This class performs various functions like students to instructor assignment, allocating
grades to students, generating analytical reports and verifying the student’s credentials.
WEB DEVELOPER
 This class is also a subclass of parent class employee and inherits all the attributes of the
parent class employee like name, userid, password, contact and address.
 This class has only one function that is to maintain the website.

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FLOW DIAGRAM FOR STUDENT
ACCOUNT
MANAGEME
NT
CHANGE
PASSWORD
REGISTER
FOR A CLASS
DROP A
CLASS
VIEW PAST
SEMESTER
UPLOAD PROJECT
-VIEW ALL
UPLOADS
-OVERWRITE
UPLOAD
REVISION PLAN
COMPLETE
REVISION
PLAN
VIEW GRADES
PEER REVIEW
REVIEWS PEER'S
DRAFTS
REFERS
COMMUNITY
COMMENTS
GIVES
FEEDBACK
VIEWS GRADES
STUDENT
REGISTER FOR COURSES

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FLOW DIAGRAM FOR STUDENT
1. Student register for courses on My Reviewers website.
2. Student can manage his/her account.
 Student can change the password
 Student can register for a class
 Student can drop a class
 Student can view past semester
3. Student uploads project
 Student can view all uploads
 Student can overwrite uploads
4. Student does peer review
 Student reviews peer’s draft
 Refers to the community comments
 Gives feedback
 Views grades
5. Student submits revision plan
 Completes the revision plan
 View grades

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FLOW DIAGRAM FOR INSTRUCTOR
TASK SELECTION SCREEN
GRADING
-PEER REVIEWS
-REVISION PLANS
-PORTFOLIO ASSESSMENT
MANAGEMENT TASKS
-UPLOAD DOC FOR
STUDENT
-REMOVE STUDENT FROM
CLASS
-LEARNING ANALYTICS
PEER REVIEW
ASSIGN STUDENTS TO
TEAMS
CHOOSE RUBRIC
TEMPLATE
EXTEND DEADLINES
INSTRUCTOR

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FLOW DIAGRAM FOR INSTRUCTOR
 Instructor logs on to My Reviewers website
 Navigates to the task selection screen
 Instructor does the grading
 Instructors grades peer reviews
 Instructor grades plans
 Instructor grades portfolio assessment
 Instructor does peer reviews
 Assigns students to teams
 Instructor choses the rubric template
 Instructor extends the deadlines
 Instructor manages the management tasks
 Uploads document for student
 Remove student from class
 Learning analytics

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FLOW DIAGRAM FOR ADMINISTRATOR
TASK SELECTION
SCREEN
VIEWS MODES
-VIEW PAST SEMESTER
-VIEW AS INSTRUCTOR
-VIEW AS STUDENT
PORTFOLIO
ASSESSMENT
-ORGANIZE ROUNDS
-VIEW SUMMARY
ETEXT LIBRARY
MANAGE ETEXTS
LEARNING ANALYTICS
-CREATE PROJECT
REPORTS
-USING CHARTS
ADMINISTRATOR

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FLOW DIAGRAM FOR ADMINISTRATOR
1. Administrator logs on to the My Reviewers website
2. Administrator navigates through the task selection screen
3. Administrator views the modes
 Views the past semester
 Views as a student
 Views as an instructor
4. Administrator does the portfolio assessment
 Organize rounds of assessment
 Vies the summary of portfolio assessment
5. Administrator manages the e-text library
 Manages e-texts
6. Administrator manages learning analytics
 Creates project reports
 Uses charts

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GEMS OF THE PROJECT
Review /Grade E-Portfolio assignments:
What is a portfolio assessment?
Writing programs may assign multiple faculty to respond to and grade student work. The portfolio
assessment feature at My Reviewers enables students to receive feedback from multiple reviewers,
including their classroom teacher and one or two other readers. There are multiple ways a program
can choose to conduct a portfolio assessment. Below is a suggested workflow based on the
University of Pennsylvania’s Writing Program practices.
1. Classroom teacher grades mid-semester or final semester portfolio project.
2. Round 1:
 Administrator assigns Reader #1 to assess students’ works.
 Reader #1 reviews project(s).
 Round 1 reflection: If classroom teachers and Reader #1’s final grades differ by more
than one letter grade, the two meet to compare scores.
Any changes to scores made by either individual will be updated in the database.
 If they disagree about scores, an administrator may assign a second external reader.
3. Round 2 (optional):
 Administrator assigns a second Reader to serve as third reviewer of project(s).
 Reader #2 reviews project(s).

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4. Results are automatically aggregated in the Summary report. When the Classroom Instructor
and Reader #1 disagree by more than one grade, then the administrator may assign a second
extended reader.
5. On the Instructor Task Selection screen, select Review/Grade E-Portfolio Assignments under
the “Grade Centre” section.
6. Select the peer review type. For different classes and students, you may be either Reader #1
or Reader #2 at the same point in time.
 If you were assigned as a primary reviewer, select Primary.
 If you were assigned as a secondary reviewer, select Secondary.
7. Select the class.
8. Select the project.
9. Select the student whose project you will review. The student’s project will appear on the
screen.

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If your scores and those assigned by Reader 1 differ by more than 1 letter grade on a student’s
project, the student in question will be highlighted in red, as shown below:
Here is a complete screenshot

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Export a summary of the results
Instructor can download a summary of the results in the Microsoft Excel spreadsheet format by
following these steps:
1. On the Instructor Task Selection screen, select View Instructor and Reader 1
Assessments under the “Management” section. Click Go.
2. Select the class and section.
3. Select the project and draft.

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4. Select the Reader whose scores you’d like to compare with your own.
5. Click the button at the bottom right-hand corner of the page.
You will be prompted to download an Excel spreadsheet.

MYREVIEWERS ASAD Project

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