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1.
Research on peer assessment in higher education has been conducted for decades. However, ways to improve the quality of peer feedback and optimise student’ benefits through peer assessment remain a puzzle. The present study aimed to examine the impacts of synchronous discussion between assessors and assessees on writing performance, qualitative feedback quality, meta-cognitive awareness and self-efficacy in web-based peer assessment. A total of 64 undergraduate students participated in the study and were randomly assigned into either the experimental or control group. Participants in the experimental group conducted synchronous discussion after the first round of peer assessment, while students in the control group did not conduct any synchronous discussion. The results revealed that synchronous discussion between the assessors and assessees significantly improved the students’ writing performance, especially content writing skills, affective and meta-cognitive feedback quality, meta-cognitive awareness and self-efficacy. Practical implications, limitations and future directions are discussed based on these findings.  相似文献   

2.
Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.  相似文献   

3.
Peer assessment can be conducted online with rapid development of online learning technology. The current study was conducted empirically to investigate peer rating accuracy and student learning outcomes in online peer assessments, comparing compulsory and voluntary peer assessment. Section 1 (N?=?93) was assigned to the voluntary group and Section 2 (N?=?31) was assigned to the compulsory group. The results showed the voluntary group scored significantly higher than the compulsory group in the final task of the course, while there was no significant difference on the final task score increase. Students who participated in the voluntary group provided more accurate scores (i.e. peer rater accuracy) than those who participated in the compulsory group. The peer score leniency/severity rating, comparing peer assigned scores with the teacher assigned scores, were generally consistent with the peer rater accuracy results. The current study offers insights for researchers who are interested in studying the effect of online peer assessment activities. The results are also of interest for instructors who may want to conduct peer assessments in online courses and are choosing between compulsory and voluntary formats.  相似文献   

4.
Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

5.
This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment.  相似文献   

6.
This quasi-experimental study aimed to examine the impact of anonymity and training (an alternative strategy when anonymity was unattainable) on students’ performance and perceptions in formative peer assessment. The training in this study focused on educating students to understand and appreciate formative peer assessment. A sample of 77 students participated in a peer assessment activity in three conditions: a group with participants’ identities revealed (Identity Group), a group with anonymity provided (Anonymity Group) and a group with identities revealed but training provided (Training Group). Data analysis indicated that both the Anonymity Group and Training Group outperformed the Identity Group on projects. In terms of perceptions, however, the Training Group appreciated the value of peer assessment more and experienced less pressure in the process than the other two groups.  相似文献   

7.
As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants.  相似文献   

8.
Transferable skills such as team working, communication, information gathering, critical thinking, and peer assessment are essential for graduates seeking employment in the competitive jobs market. Use of online discussion boards have grown to allow students to communicate with each other at a time and location of their choosing. This study aimed to develop transferable skills using specially developed online components supported by discussion boards and chat rooms. Students enrolled in the Human Anatomy and Histology module at the University of Manchester were put into groups of six or seven students (26 groups in total). Two e-learning components were constructed to develop transferable skills. Each group had a discussion board and chat room available to assist communication in completion of the components. Peer marking was also done on this media. Data collected showed the discussion boards were heavily utilized (average number of posts per group was 48). Eighty-three percent of students found the discussion boards useful to complete the tasks. Students felt their team building and critical analysis skills had improved. Peer assessment was well received by students. Using online discussion boards proved an excellent way to develop transferable skills in a large group of science students.  相似文献   

9.
The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.  相似文献   

10.
This experimental study is aimed at examining the effect of involving pupils in primary education in setting assessment criteria and standards on their appraisal of a peer’s work and their peer feedback style. It is expected that our intervention will lead to (1) a criteria-referenced appraisal and (2) more final vocabulary, which is associated with a more authoritative style. In total, 95 sixth grade pupils from The Netherlands were randomly assigned to one of two conditions. In the experimental group, the pupils first received an exemplar, which was followed by a group discussion about appropriate assessment criteria and standards. In the control group, the pupils provided peer feedback without this discussion. Their peer appraisal was measured with a questionnaire and feedback style was determined by analysing the written feedback using a person-oriented approach (cluster analysis). Results showed that the chance that pupils in the experimental group had an authoritative style was three times higher than in the control group. Theoretical and practical implications of the study are discussed.  相似文献   

11.
Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students’ need for autonomy when they conducted peer assessment. Students’ sense of autonomy, and their behavioral, emotional, and cognitive engagement in peer assessment were examined via interviews and surveys. We also examined students’ academic performances, including their improvement from initial to revised essays and the quality of feedback they provided. Survey results indicated that the ASPA group (1) experienced a slightly higher sense of autonomy than the non-ASPA group, and (2) spent much more time on each evaluation criterion than the non-ASPA group. Interviews suggested that both the ASPA and non-ASPA groups were engaged in peer assessment. However, there were no statistically significant differences between the two groups in behavioral, emotional, cognitive engagement, and academic performances.  相似文献   

12.
Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination.  相似文献   

13.
The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science web-portfolios. Additionally, students’ attitudes towards and intentions about the use of unsupported reciprocal peer assessment were examined. Three data sources were used, namely, interviews, screen-video captured data, and the peer assessors’ feedback produced. Findings showed that the students have positive attitudes towards unsupported reciprocal peer assessment and that they intend to implement it again. It was also found that students have the skills, at least the beginnings, needed for the implementation of peer assessment. Specifically, they were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. Finally, the feedback they produced included grades, positive and negative judgments, as well as suggestions for changes.  相似文献   

14.
Peer assessment has been gaining significant ground as a means of fostering an environment of accountability and responsibility for group projects in higher education. A popular peer assessment method assigns individual grades via a linear relationship to peer assessment scores. Using this method, a group member who receives his or her group’s average peer assessment score is assigned the instructor‐given group grade; the group member who receives a total peer assessment score of zero is assigned an individual grade of zero. Unfortunately, applying this method often requires time‐consuming exploratory data analysis because of the potential for the method to yield a high spread of grades, including grades over 100%. The present study proposes a modification, which accounts for the degree of student agreement. When the modified procedure results in a change from the group grade, the direction of change is always the same, but with smaller magnitude, requiring less subsequent data analysis and instructor time demands. Easy‐to‐modify SAS code for applying the method is presented in the Appendix.  相似文献   

15.
Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher’s input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semi-structured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer’s direct guidance.  相似文献   

16.
Opportunities to read and analyze others?? writing or to observe readers as they analyze writing might enhance one??s own sense of audience and improve one??s own writing. This mixed-methods study investigated whether reader and observer activities in comparison to writing practice activities affected fifth-grade students?? persuasive writing and revising. After writing a first draft of a persuasive letter, 87 fifth-grade students were randomly assigned to one of three conditions: being a reader, observing readers, or practicing writing. The reader group read and discussed three persuasive letters, considering whether they were persuasive and why and selecting the most persuasive. The observer group listened to the reader group??s discussions and took notes; then they had their own discussion to generate a list of criteria for what made the letters persuasive. The practice-writing control group practiced writing persuasive letters. Afterwards, all groups revised their first drafts. The reader group produced second drafts that were of better quality and contained more evidence of audience awareness than the control group. The observer group did not differ from either group. The groups did not differ on a transfer task occurring 1-week later. The authors discuss implications for designing writing curriculums that utilize reader and observer activities.  相似文献   

17.
网络技术的发展为外语写作教学提供了前所未有的机会,网络环境下在线评价反馈模式成为一种新型的写作反馈模式。文章探讨了基于QQ网络平台的群聊在大学英语写作在线同伴反馈中的作用,QQ群聊相对于其他在线交流方式有着明显的优势,且可操作性强。学生间或师生间可以进行实时和非实时的反馈交流。研究结果发现,QQ群聊的在线同伴反馈解决了面对面同伴反馈中存在的学生分组、焦虑、反馈时只注重语言形式等问题,有助于提高学生英语写作的兴趣和写作能力。  相似文献   

18.
Abstract

Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students’ (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to ‘disrespectful’ behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers’ respect to others’ works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students’ dissatisfaction. This study carries implications for nurturing students’ respectful attitudes and behaviour in and through peer assessment.  相似文献   

19.
In this study, 114 preschoolers (M age = 53 months) completed a battery of literacy assessments to explore the interplay between name writing and letter knowledge in early literacy learners. Name writing was significantly related to children's letter knowledge, and the relationships were moderate to high. However, many children exhibited an incongruity in name writing and name-specific letter-recognition skills (i.e., they could write their names but not recognize the letters in their names, or recognize the letters in their names but not write them). When these two groups were contrasted statistically, the children with superior name-specific letter recognition (but poorer name writing scores) had significantly higher letter knowledge scores than the children with superior name writing scores (but poor name-specific letter-recognition scores). Writing one's name, in itself, did not appear to correspond to a literacy advantage. Thus, with regard to the recommendation that name writing be used as a literacy assessment tool in preschool, the results from this study suggest that name writing should be used as a measure of mechanical skill only and should not be used as a means to assess children's conceptual knowledge (of letter names, letter sounds, or the alphabetic principle).  相似文献   

20.
This paper describes an intervention for improving the quality of peer assessment conferences in calculus. Although a body of work highlights the learning benefits of peer assessment, few papers have described the nature of student conversations during peer conferences/assessment in detail. This paper provides deeper insight into what those conversations actually look like, and shows the impact of systematic training on conferences. The study took place over two consecutive semesters of introductory college calculus, and analyses show that students had considerably improved conversations after training. The improved conversations consisted of much more on-topic talk and productive feedback; after training, students provided more feedback related to processes (communication and underlying reasoning) than products (correctness or incorrectness).  相似文献   

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