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1.
In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines.  相似文献   

2.
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.  相似文献   

3.
As schools and HEIs have become partners in initial teacher education, the roles of personnel from both institutions have experienced radical change. Whilst the role of the university tutor as a student support and assessor has diminished, the teacher's role has been extended, to that of the student's subject‐specific mentor. Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton. This study forms part of a larger, collaborative project between the University of Brighton and Liverpool John Moore's University which is investigating the development and impact of School Based Teacher Education Partnerships. In semi‐structured interviews, 25 students were asked to discuss: ideal qualities for mentoring and the student/mentor relationship; the mentor's role and their influence on the student. Students generally valued a supportive, professional relationship with their mentor which allowed mutual input and a mentor who is approachable and has a depth of subject expertise. These findings indicated the need, in the course of future research, to consider interaction and information exchange in the student/mentor relationship and the perceived and actual role which student and mentor play in this relationship.

Of current interest is the postgraduate student's experience of mentoring, which is highlighted and discussed in the present article. The data discussed here derive from work in the project's early stages at the University of Brighton, and the article is the first in a series which will be presented as the project continues. Future publications will discuss investigations which expand on the present findings and which result from either collaborative inquiry between the two institutions or replication studies to enable cross‐comparison between findings.  相似文献   

4.
In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change.  相似文献   

5.
This paper discusses how a group leader computer tutor may aid students in learning collaborative skills in a co-operative learning environment. However, students need to learn collaborative skills and practice using them. The group leader computer tutor discussed in this paper is designed on the principles of co-operative learning, intelligent tutoring systems and computer-supported collaborative work within an intelligent collaborative learning system (ICLS). The group leader aims to facilitate group work on the task level and to teach students how to use collaborative skills in the discussion level as students work on networked computers in the Jigsaw method of co-operative learning. The ICLS and its group leader were used by two classes at a liberal arts university. Qualitative research shows that the students' co-operative attitudes changed and academic achievement improved from pre- to post-treatment. Students, especially, used the communication skill of openness in comment type discussions. The students enjoyed working collaboratively through the ICLS and their teachers thought that the experience was valuable for them.  相似文献   

6.
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.  相似文献   

7.
《Educational Assessment》2013,18(4):325-338
Concerns about the effects of multiple-choice measures in traditional testing programs have led many educators and policymakers to suggest the use of alternative assessment methods. Some performance-based assessments require students to work in small collaborative groups as part of the test process. This study uses responses to hands-on science tasks at Grades 5 and 8 to examine whether the score a student earns while working with someone else is a truly independent assessment of that student's ability. We also explore whether working in pairs affects an individual's scores on subsequent tasks and whether these results are consistent across grade levels. Our analyses indicate that at Grades 5 and 8, work done with a partner should not be considered as an independent assessment of each student's ability. Some evidence of carry-over effects from working in pairs was found at each grade.  相似文献   

8.
Calls for accountability focus attention on assessment of student learning. Authentic assessment involves evaluating student learning as students perform real world tasks. We present a four-stage conceptual framework for authentic assessment. We argue first that evaluation is a process rather than a static one-time event. Second, authentic assessment involves evaluating experiential learning. Third, multiple evaluators assess student work, including self-assessment or review by a public audience. Finally, authentic assessments offer more learner choice. Wikis, as user-friendly web spaces that support easy web authoring for individuals or for collaborative groups, provide a platform for both student learning and authentic assessment.  相似文献   

9.
The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment.  相似文献   

10.
Near‐peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as “enjoyment of the session,” “delivery of the teaching,” and “was it a good use of time” were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near‐peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre‐clinical medical students. Anat Sci Educ 7: 242–247. © 2013 American Association of Anatomists.  相似文献   

11.
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12.
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students’ current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer–peer communication around group work and assessment – a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually defined purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts.  相似文献   

13.
The group approach to learning is widely accepted by higher education researchers as an effective teaching and learning tool. While there are numerous instructional, learning and social communication advantages for both students and teachers using group projects in the college classroom, a need exists for a better understanding of group projects from the student's perspective. The purpose of this investigation was to measure students' perceptions of group grades and group satisfaction on group projects in the college classroom. A cohort of 230 students from a large southern metropolitan university enrolled in sections of Group Interaction and Decision Making and Conflict Management classes participated in this study. The major findings of this study revealed that: (i) the less group grade experience that a student has, the more likely they are to agree that everyone in the group deserves the same group grade; (ii) students who work part-time are more likely to think that a group grade is a fair assessment of their contributions than students who work full-time; (iii) older students are more likely to be dissatisfied with a group grade experience than middle and younger age students. It is recommended that this study be extended to include comparison groups, graduate students and other disciplines.  相似文献   

14.
This article reports on the development of online assessment tools for disengaged youth in flexible learning environments. Sociocultural theories of learning and assessment and Bourdieu's sociological concepts of capital and exchange were used to design a purpose-built content management system. This design experiment engaged participants in assessment that led to the exchange of self, peer and teacher judgements for credentialing. This collaborative approach required students and teachers to adapt and amend social networking practices for students to submit and judge their own and others' work using comments, ratings, keywords and tags. Students and teachers refined their evaluative expertise across contexts, and negotiated meanings and values of digital works, which gave rise to revised versions and emergent assessment criteria. By combining social networking tools with sociological models of capital, assessment activities related to students' digital productions were understood as valuations and judgements within an emergent, negotiable social field of exchange.  相似文献   

15.
Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptions of assessment during practicum might impede the learning dialogue during mentoring and affect the student's achievements. A comparative qualitative study was conducted in Norway, Israel and The Netherlands to examine how student teachers (74) and mentors (52) perceive good mentoring regarding assessment of practice teaching and the interplay between the two processes. A semi‐structured questionnaire was used to analyse the perceptions on assessment during the practicum appraisal. Findings indicate that mentors and students differ slightly on key aspects of assessment, but agree more in the way it is being applied. From an assessment point of view, the differences between mentor and students may lead to a different approach in advice or recommendation to improve teaching action across the three national borders.  相似文献   

16.
Teachers’ judgement of students’ performance may depend on how teachers mentally use performance information. The information covariance principle in Kelley's (1967) model of causal judgement was used to portray students’ performance data as consensus, consistency and distinctiveness information. Consensus data revealed a student's performance in relation to his/her classmates; consistency and distinctiveness data provided individuating information about the student. Analyses revealed that teachers relied mainly on consensus information in making both predictive and diagnostic judgements. They made limited use of individuating information. The findings imply that inaccuracy in teachers’ judgements of their students is partly due to the inappropriate strategy of mainly using consensus or comparative performance data.  相似文献   

17.
This paper reports a study which implemented a method of student self and peer assessment involving student constructed marking criteria in the presence of exemplars. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the evaluation of (1) student self and peer marking and tutor marking for individual marking criteria following the use of exemplars; (2) the role of exemplars in providing a focus for formative feedback about subject standards. The present study shows that: (a) the use of exemplars can help students demonstrate greater understanding of both marking criteria and subject standards; (b) the use of exemplars can help students learning so that higher quality outcomes are produced; (c) the use of exemplars forms a focus for meaningful formative feedback; (d) students may make more objective judgements as a result of peer assessment compared to self-assessment.  相似文献   

18.
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed.  相似文献   

19.
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed.  相似文献   

20.
The current research presents a qualitative view of a teacher–student association within the context of dynamic inquiry, as encouraged by a new biology curriculum, “Biomind”. This curriculum enables open inquiry learning through teacher guidance. We characterized the various aspects of the student's functioning as a self-directed student during the open inquiry learning process. The student's functioning corresponds closely to the teacher's efforts to facilitate the student's scientific literacy, initiative, responsibility, and motivation. Dynamic inquiry does not separate teaching from learning, but creates a learning community of teachers and students that is crucial to the success of the inquiry process.  相似文献   

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