This is a concept developed out of UCLA designed to provide improved learning outcomes when it comes to Writing Across the Curriculum. When this was instituted because writing was relegated to higher level smaller classes and writing was shown to improve critical thinking, a method was needed to scale feedback to larger classes. CPR uses the scientific peer review process to give feedback anonymously to writing activities. However, because not all peers have the best feedback their feedback is calibrated and weighted. CPR is available as a web-based system and is free to academic programs. CPR has been reviewed in this review article: [[2021 Notes on Calibrated Peer Review]] CPR has been used in Biochemistry [[2021 Notes on CPR for Biochemistry]] showing scores of those receiving feedback from TA's decreased but those from peers increased. CPR in [[2021 Notes on PROBLEM-BASED WRITING WITH PEER REVIEW IMPROVES ACADEMIC PERFORMANCE IN PHYSIOLOGY]] physiology also paired with [[Problem Based Learning]] in this science curriculum (physiology) and showed both better performance in essay writing but also in knowledge retention in multiple choices tests