Peer Review
Our beloved classmates Nick Chkonia, Jack Hay, Jill Fu, Brett Mele, Seamus Glavin have devoted themselves like us in the past few weeks in their project. We peer reviewed their project using the rubric we used for self-critic.
From the Club to the Classroom: Jazz Education through the Ages
http://scalar.usc.edu/works/digital-humanities-final-project/index
Peer reviewed by
"'Overcoming' Race with Jazz"
Georgia Miller, Matthew Golding, Dehao Tu, Zachary Kleinbaum, Alexander Straus
1-Doesn’t meet expectations | 2-Meets some expectations, decent | 3-Meets most expectations, good | 4-Meets all expectations | |
Content | -No research question -Info is severely lacking | -Shaky research question -Info is somewhat there | -Good research question -Info is apparent and makes sense | -Extremely clear research question -Info is all relevant and directly relates to research question |
Navigation/Organization | -Not well organized -Clunky and difficult navigation | -Decently organized -Navigation is somewhat difficult but can figure out with time | -Good organization, makes sense -Navigation is easy | -Great organization, everything where it should be -Navigation is done without thinking, everything in it’s place |
Interactability | -Links to other pages/docs not working | -Some links to other pages/docs work | -Most links to other pages/docs work | -All links to other pages/docs work |
Credibility | -Researchers not credible -Jazz archive not funded | -Researchers somewhat credible -Jazz archive funded a little | -Researchers educated and credible -Jazz archive funded well | -Researchers very well educated and credible -Jazz archive funded extremely well |
Sustainability of Media | -Scalar page (videos, image, audio files) will not last | -Scalar page (videos, image, audio files) will last temporarily | -Scalar page (videos, image, audio files) will last for few years | -Scalar page (videos, image, audio files) will last indefinitely |
Academic relevance/importance to jazz | -Won’t contribute to academic field of jazz ed. -Scholars/researchers cannot use project | -May contribute to academic field of jazz ed. -Scholars/researchers have little use for project | -Contributes some to academic field of jazz ed. -Scholars/researchers have use for project | -Contributes a lot to academic field of jazz ed. -Scholars/researchers greatly benefit from project |
Analysis on race and jazz | -Analysis is not backed up nor credible | -Analysis is somewhat backed up and somewhat credible | -Analysis is backed up and pretty credible | -Analysis is all backed up and all credible |
Overall Score: 25/28
Through their abstract, we[the reviewing group] understood that their[the reviewed group] main focus was the jazz education history, and they’ve spent much time organizing the paths to direct readers to the materials they most needed to learn. Unfortunately as we’ve also heard from their persentation, they had encountered troubles that they didn’t expected and lost a large amount of time, and one of their teamate was also injured and failed to perform his best during the project. Thus, it was understandable there were flaws such as unification of formatting and other minor issues that were visible through their project. By the time we did the peer review, their materials aren’t fully uploaded yet. However, we noticed that they used timeline and tag cloud features to stregthen the organization, and use statistics to backup their argument, and that’s very plausible and incredible to us since we think the evidence is the crucial part of argument.