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1.
Melissa M. Patchan Brandi Hawk Christopher A. Stevens Christian D. Schunn 《Instructional Science》2013,41(2):381-405
The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers. 相似文献
2.
What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (Connors and Lunsford, 1988, Lunsford and Lunsford, 2008, Moxley and Joseph, 1989, Moxley and Joseph, 1992, Schwartz, 1984, Sommers, 1982, Stern and Solomon, 2006), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment. 相似文献
3.
AbstractAssessment feedback from teachers gains consistently low satisfaction scores in national surveys of student satisfaction, with concern surrounding its timeliness, quality and effectiveness. Equally, there has been heightened interest in the responsibility of learners in engaging with feedback and how student assessment literacy might be increased. We present results from a five-year longitudinal mixed methods enquiry, thematically analysing semi-structured interviews and focus groups with undergraduate students who have experienced dialogic feed-forward on a course in a British university. We use inferential statistics to compare performance pre and post-assessment intervention. The assessment consisted of submitting a draft coursework essay, which was discussed and evaluated face-to-face with the course teacher before a self-reflective piece was written about the assessment process and a final essay was submitted for summative grading. We evidence that this process asserted a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting positively upon learning behaviour, supporting student achievement and raising student satisfaction with feedback. We advocate a cyclic and iterative approach to dialogic feed-forward, which facilitates learners’ longitudinal development. Programme teams should offer systematic opportunities across curricula for students to understand the rationale for and develop feedback literacy. 相似文献
4.
Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing, but practical issues of time and resources often constrain the frequency and quality of training they receive. This mixed method study focused on the design and evaluation of an online tool for building preservice teachers’ writing assessment skills and self-efficacy for writing assessment. In the study, teacher education students interacted with actual 4th-graders’ writing samples via a Web-based critical thinking tool. They received scaffolded practice in assessing multiple student papers and justified their assessments using analytic criteria. After each paper, they received feedback that included access to expert assessments and those of their peers, along with both teacher and peer rationales for their ratings. Participants significantly improved in ability to accurately assess student writing using an analytic approach and in knowledge of the writing traits. They also showed significantly greater self-efficacy for assessing student writing and high levels of satisfaction with the Web-based tool and their overall learning experience. 相似文献
5.
《College Teaching》2013,61(2):50-54
Abstract Inviting students to take an active role in planning writing assignments and developing grading criteria opens the lines of communication between instructors and students, leading to a nurturing collaborative learning environment. This article explores the stages of the writing assignment and offers suggestions for making each step purposeful and successful. Student feedback allows instructors to improve the course and instructor guidance allows students to improve their coursework. Although it does take time and effort, a collaborative atmosphere provides support to both groups so that common goals can be met. 相似文献
6.
There has been considerable research into teacher feedback on student writing. Very little of this research has been done in those university classes focusing on the development of understanding of disciplinary content, especially in Australia. Furthermore, the relationship of feedback comments and assignment purposes has not been investigated for content classes. Nor is there much research on student understanding of the purposes of assignments and their expectations about the kinds of items that teachers will comment on. This study examines the interrelated aspects of the purposes of assignments, teacher feedback comments, and student perceptions and expectations. Data were collected in two university subjects. The findings show that in both subjects teachers and students broadly agreed on the purposes of the assignment. However, teacher feedback comments did not fully correspond to the purposes for the assignments, nor did feedback match students' expectations about the aspects of writing on which they predicted that their teachers might comment. 相似文献
7.
Melanie R. Weaver 《Assessment & Evaluation in Higher Education》2006,31(3):379-394
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student‐centred approach to learning. A multi‐method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback. 相似文献
8.
Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. 相似文献
9.
Liying Cheng W. Todd Rogers Xiaoying Wang 《Assessment & Evaluation in Higher Education》2008,33(1):9-32
University instructors’ classroom assessments play a central role in and inevitably influence their teaching and their students’ learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors’ assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for, the source of each method used, and when they used each method. University instructors were also asked to indicate what they saw as the advantages and disadvantages of the methods they used, and whether they took into account prior student knowledge when making decisions about what assessment methods to use. The findings contribute to a better understanding of ESL/EFL university instructors’ classroom assessment practices at the tertiary level in a range of three ESL/EFL university teaching contexts. 相似文献
10.
In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51) and the Netherlands (n = 42) gave feedback on concept maps during a physics lesson. The lesson was given in an online inquiry learning environment that included an online lab. Students gave feedback in a special Peer Assessment tool, which also provided assessment criteria. Findings indicate that post-test knowledge scores were higher for students from the commenting group. The difference between the groups was largest for the low prior knowledge students. Possible educational implications and directions for further research are discussed. 相似文献
11.
Lisa Wiltbank Kurt Williams Rachel Salter Lauren Marciniak Emily Sederstrom Melody McConnell 《Assessment & Evaluation in Higher Education》2019,44(3):431-448
As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning. 相似文献
12.
Gail Crimmins Gregory Nash Marama Liebergreen Janet Turley Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students. 相似文献
13.
谢静儿 《宁波教育学院学报》2011,13(1):114-115
提高作文教学效果,"作文赏析"是一种较好的教学形式。"作文赏析"就是教师批改作文以后的讲评,其目标是让所有的学生能爱上写作,理念是以人为本、注重创作。它的方式可以是教师讲评,也可以是师生互评,或者是学生互评。 相似文献
14.
Judith Halden-Sullivan 《Assessing Writing》1996,3(2):173-195
When composition teachers evaluate student essays, how well-aligned is their grading practice with what those teachers profess is important about writing? How do instructors discover this alignment? This article describes the consequences of inadvertent misalignment by analyzing a document typically found in many writing programs—an instructor's essay evaluation checklist. A critique of this common assessment instrument reveals that, in trying to promote evaluative consistency, the checklist privileges product over process, the authority of academic discourse over the autonomy of students' own voices, and an analytic predisposition to student writing as opposed to an instructor's reader-response. In so doing, the checklist undercuts the kind of composition pedagogy instructors claim to espouse in their classroom practice. Perhaps these conflicts cannot be overcome, but, in response to this precarious predicament, this essay poses this question: Can assessment find its direction and vitality by acknowledging such conflicts? A dual heuristic, of sorts, is proposed for locating assessment techniques that directly address the conflicts inherent in the checklist. This heuristic seeks out in assessment what the checklist clearly lacks: dialogic and dialectic dimensions. Defining which assessment methods best fulfill this heuristic—and in so doing more honestly align pedagogy with evaluation—is the purpose of the concluding remarks in this essay. 相似文献
15.
ABSTRACT: Self-assessment allows learners to observe, analyze, and evaluate their own performances. Self-reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self-assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self-evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1-credit seminar course were videotaped while presenting 30-min oral presentations to the class. Students viewed their presentations and assessed their work using either a scoring rubric or a reflection assignment. Peer and instructor evaluations were also completed. Average scores by students and instructor were similar for rubric and reflection assessment methods. Oral evaluation scores by peer assessment were higher than by self- and instructor-assessment. Students were able to accurately describe the strengths and weaknesses of their presentations; however, comments from the reflection format were more thoughtful and provided more personal information in comparison to the scoring rubric. This study demonstrated the importance of reflective material such as student thoughts and feelings. Skills in reflective self-evaluation and documentation of their progress in oral communication will help students position themselves to develop their own academic and professional goals, provide feedback to instructors, and compile a record for future employers. 相似文献
16.
Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors. 相似文献
17.
This article examines a grade one teacher's support for her students’ writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the students to participate in formal peer-feedback sessions, in turn giving feedback to the students on the suggestions to one another during these sessions. Students gave more content-oriented than conventions-oriented feedback to each other. They revised the content and writing conventions of their writing in response to 90% of the feedback they received from their peers and teacher. 相似文献
18.
Shoshana Pollack 《Journal of Teaching in Social Work》2013,33(5):503-518
ABSTRACTThis article reports on a study of student experiences of a Walls to Bridges (W2B) class taught by Faculty of Social Work instructors in a Canadian women’s prison. The Walls to Bridges (W2B) program is based on the U. S. Inside-Out Prison Exchange Program and brings students from the university together with students from the prison to study for a semester long course in correctional settings. The article reports on how the program pedagogy of experiential learning and Talking Circle processes impacted student’s awareness of privilege, marginalization and stereotypes, commitment to social change and action. 相似文献
19.
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
20.