This database includes the original data files provided by the MN Dept of Revenue, including average estimated market values for various types of real property by township, for 1995-2021. There two files for each of most years – one with the data itself, in either a CSV (.ftm extension) or an Excel spreadsheet, and a second file with the layout. The files are processed by the authors and uploaded to the Minnesota Land Economics website for use in Extension programming. Filenames starting with S are the preliminary spring "mini" files. Filenames starting with F are the fall, final versions.

September 2025

When students engage in peer assessment or review activities, they often put emphasis on the feedback they receive from peers, but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This SoTL project conducts a small-scale controlled experiment with students conducting peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment, and assessment without qualitative feedback effect both students’ ability to improve their work and their perception of the value of peer assessment. Consistent with theoretical expectations, the results provide limited exploratory evidence that students’ perceived value of peer assessment is lower when they do not receive feedback, but improvement in their writing is actually higher when they focus on assessing peers’ work rather than receiving feedback on their own. While feedback is a potential benefit of the peer assessment process, it may also distract focus from the potentially more valuable learning that derives from students’ self-evaluating their own work after critically assessing their peers’.