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1.
Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self‐assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed. 相似文献
2.
MICHAEL B. SPERLING BENJAMIN L. HANDEN DUSTY MILLER PATRICIA SCHUMM SERGIO PIRROTTA ANN LEE SIMONS GEORGE LYSIAK LINDA TERRY 《Counselor Education & Supervision》1986,25(3):183-190
Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented. 相似文献
3.
Robyn Zevenbergen 《Journal of Mathematics Teacher Education》2001,4(2):95-113
In this article I discuss a four-year action research project that involved the development of effective assessment tools
for preservice mathematics teachers. The focus of the article is on peer assessment in which students reviewed posters created
by their peers. The article discusses the strategies that were used and the implications that arose from the project. I argue
that peer assessment is an effective tool for assessment in preservice mathematics teacher education but must not be seen
as an alternative to teacher-based assessment due to the variability in marks between and within student cohorts. The value
of peer assessment is its potential as a learning tool.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
4.
Many contemporary learning disabilities (LD) experts advocate a multitiered service delivery system. Included in this formulation is the obligation to deliver for each struggling student increasingly sophisticated and intensive services before special education is considered. For students who evidence failed response to intervention, an evaluation, suggested by some to comprise minimal cognitive and extensive achievement testing, typically ensues and helps to determine special education eligibility. We argue that neuropsychological tools are essential at this point in the process. In contrast to minimal standardized testing, use of these tools permits school psychologists to perform their most important mission – to understand, predict, and control (improve) student behavior and development by identifying learning syndromes, rather than discrete academic deficits. This article argues for neuropsychological tests as a way for school psychologists to recognize patterns of learning problems reported in the peer‐reviewed literature, which in turn promotes effective planning and intervention. © 2008 Wiley Periodicals, Inc. 相似文献
5.
Colleen R. O’Neal Nicole M. Gosnell Wai Sheng Ng Jennifer Clement Edward Ong 《Journal of educational and psychological consultation》2018,28(1):70-94
ABSTRACTThe process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants. 相似文献
6.
常学勤 《晋城职业技术学院学报》2010,3(2):1-4
本文论述了教师专业发展的三种方式：教师个体的自我学习、反思和研究,教师同伴的互助提高,专业人士的指点引领。三种发展方式的责任主体不同,显示的意义也不尽相同。教师个体的学习、反思、研究是教师专业发展的基础,显示了教师个体专业发展的自觉。教师同伴互助需要学校建设起良性的团队文化和教研文化,显示着教师职业的专业组织特点。专业人士的指点引领则更多依靠教师任职学校和教师培养培训机构、教育行政主管部门有计划、有组织的介入,它显示着社会为教师专业发展承担起了应有的责任。 相似文献
7.
Randolph Preisinger-Kleine 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(4):521-538
There is broad agreement that innovation, knowledge and learning have become the main source of wealth, employment and economic development of cities, regions and nations. Over the past two decades, the number of European cities and regions which label themselves as “learning city” or “learning region” has constantly grown. However, there are also pitfalls and constraints which not only hinder them in unlocking their full potential, but also significantly narrow their effects and their wider impact on society. Most prominently, learning cities and regions manifest serious difficulties in rendering transparent the surplus value they generate, which is vital for attracting investment into lifelong learning. While evaluation and quality management are still perceived as being a bureaucratic necessity rather than a lesson one could learn from or an investment in the future, it is also true that without evaluation and quality assurance local networks do not have the means to examine their strengths and weaknesses. In order to design strategies to maximise the strengths and effectively address the weaknesses it is necessary to understand the factors that contribute to success and those that pose challenges. This article proposes an analytical quality framework which is generic and can be used to promote a culture of quality in learning cities and regions. The proposed framework builds on the findings and results of the R3L+ project, part-funded by the European Commission under the Grundtvig (adult education) strand of the Lifelong Learning programme 2007–2013. 相似文献
8.
Starr Lewis 《Clearing house (Menasha, Wis.)》2013,86(4):191-196
The decisions evaluators make regarding how to work with teachers through the annual evaluation process can have a positive impact on teacher growth and student learning. In this article, the author examines the quality of feedback and how administrators use and provide this feedback to teachers through the evaluation process. What constitutes quality feedback? How does quality feedback support teachers' instruction? How can the supervision and evaluation process offer both teachers and administrators an opportunity to work together to improve student learning? The evaluation process should support the goal of maintaining a high level of quality instruction. In the end, the goal is to increase student learning by improving the effectiveness of teaching. 相似文献
9.
Amanda J. Minor Asher Pimpleton Tracy Stinchfield Heath Stevens Nor Asma Othman 《International journal for the advancement of counseling》2013,35(1):33-45
Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one’s relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues such as multiple relationships while being a CEDS and propose a call for research into the use of peer support as an effective approach to managing multiple relationships. 相似文献
10.
Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-service Teachers 总被引：1，自引：0，他引：1
In this paper we describe the use of peer learning teams creating annotated video-based portfolios to improve the quality of teacher–child interactions of undergraduate majors in early childhood and family studies. We used the intentional teaching framework (Hamre et al. in Handbook of early education. Guilford Publications, New York, 2012a) to create a course that moved students through the process of “knowing,” “seeing,” “doing,” and “reflecting & improving.” Forty-four undergraduate early childhood students formed eleven peer learning teams of four. We started the course by teaching the teacher–child interaction skills that are considered to be high-quality and linked to positive child outcomes (knowing). After learning to reliably identify (seeing) high quality instruction using the Classroom Assessment Scoring System, the students created video portfolios featuring their own adult-child interactions (doing). These portfolios, featuring short salient examples of six different dimensions of quality instruction, were posted to a website and shared with their peer learning team. Each team member then commented on the extent to which she or he believed the students’ example was high quality. The portfolios and the peer coaching learning team (PCLT) process have improved our ability to document change in interactions as well as the students’ abilities to see their own growth (reflecting & improving). Further, it allows us to tighten the connection between course content and practical application as well as providing us with an alternative to on-site supervision of practicum students, which can be challenging due to budget constraints. Finally, we hope that sharing this activity will encourage others to integrate video-based technology into their coursework as a means to demonstrate positive change in students’ learning. 相似文献
11.
Older Canadian adults are showing increasing interest in physical activity participation as evidenced by the appearance of masters’ levels in sport clubs and the proliferation of seniors programs in a wide variety of settings. Thousands of seniors are participating in Seniors’ Games competitions across Canada, and in this late‐life pursuit of excellence, they seek quality instructional help and supervision. There has been increasing demand for instructors for the older age groups. Surprisingly, little attention has been paid to instructional issues by the various professional groups most likely to be involved with seniors. This paper addresses the problems and challenges facing prospective leaders and educators of the older adult in physical training and acknowledges the pitfalls of exercise leaders who are inexperienced in dealing with aging adults. Citing real‐life experiences and observations across a number of high‐performance and vigorous exercise settings, this article illuminates some of the difficulties facing both physical educators and older adults and confirms the idea that educational gerontology is often a matter of mutual learning. Overall, a problem of everyone underestimating the potential for learning in the later years, particularly with respect to physical learning, is likely to reinforce stereotypes of frailty as a natural outcome of aging processes. 相似文献
12.
Don Edwards 《Studies in Continuing Education》2013,35(1-2):46-57
Over time my teaching role has evolved into one of facilitating adult learning. Recent studies that I have undertaken in higher education have met a felt need for further critical reflection on this approach. The discovery, through discussion and reading, of a language that enables me to conceptualise and investigate issues in teaching and learning has been a major part of this process, as has peer supervision. Engaging in this process in turn has encouraged continuing reflection in and on my practice. My teaching area is theology, which involves critical reflection on experience and practice, and this has deeply influenced the way in which my teaching role has developed. Shared reflection in class interrelates with personal reflection, and has the potential to promote ongoing or lifelong learning. The facilitator's role in this setting combines caring and challenge, with the possibility of conflict management as well. It is hoped that aspects of my experience and practice in facilitating reflection in theology will be seen to have relevance to other areas of teaching. 相似文献
13.
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide. 相似文献
14.
This article reports an evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties. The evaluation of the project focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that pupils with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between pupils within the school environment. 相似文献
15.
Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of 11 first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journals, follow-up interviews, observations of in-class formative peer assessment activities and teacher interviews, we ascertained that peers could aid the self-assessment process by enriching student understanding of quality, refining subjective judgement and deepening self-reflection. Yet, peer influence could be reduced by distrust, tensions in feedback communication, competition and lack of readiness for peer learning. Implications for effective use of peers in supporting self-assessment development are discussed. 相似文献
16.
高职教育课程形成性考核探讨 总被引：16，自引：0，他引：16
课程形成性考核能够加强学习过程控制，及时调整教学节奏和方法，可以全面、客观地评定学生的课程学业成绩。高职教育课程形成性考核的内容应包括学习态度、学习能力和学习效果三方面，其在课程考核总成绩中的比重根据课程的性质和特点确定。考核的实施必须遵循一定的原则和标准，并要建立相应的质量监督机制予以保障. 相似文献
17.
Paul Ashwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):221-231
Peer learning can be implemented by individual teachers within an organisation or can be implemented across an organisation by a central implementer. In this article, it is argued that the types of approach required in these two forms of implementation are very different and whilst the former is dealt with in the literature on peer learning, the latter has been largely unconsidered. The article reports how a review of the literature on organisational change was used to develop a model of how to implement peer learning across organisations. It describes how this model was used to guide the implementation of peer learning across a UK further education college. The results of a pilot study into the model's effectiveness in this context are reported. These results suggest that the model appeared to be a useful guide to the implementation of peer learning across an organisation and, as such, is worthy of further investigation in other contexts. 相似文献
18.
Karen Gravett Ian M. Kinchin Naomi E. Winstone Kieran Balloo Marion Heron Anesa Hosein 《Assessment & Evaluation in Higher Education》2020,45(5):651-665
AbstractThe emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work. 相似文献
19.
This article discusses peer supervision as a vehicle for increasing student responsibility for self-assessment and peer assessment, and increasing independence and interdependence among students for professional and personal growth. The article also explains a model currently in use in a master's degree program in counseling. Included are rationale, definition, implementation, evaluation, and recommendations for use. 相似文献
20.
Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy. 相似文献