共查询到20条相似文献，搜索用时 31 毫秒
1.
《The Internet and Higher Education》2010,13(4):242-247
This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity. 相似文献
2.
The Impact of Self-assessment on Achievement: The effects of self-assessment training on performance in external examinations 总被引：1，自引：1，他引：1
Betty McDonald David Boud 《Assessment in Education: Principles, Policy & Practice》2003,10(2):209-220
Can the quality of students' work be improved through training in self- assessment practices? This paper considers the impact of training high school students on their performance in external examinations. Teachers were selected from a sample of high schools and trained in how to develop students' self-assessment skills. Ten high schools representative of the top, middle and bottom levels of academic achievement in national examinations were chosen and students trained in self-assessment by their normal class teachers as part of their final year curriculum. An experimental group comprising 256 participants received formal training in self-assessment skills for the entire three terms of the academic year. A control group was selected from matched classes not receiving such training. A significant difference favouring those trained in self-assessment was found overall and in each curriculum area. While it is demonstrated that self-assessment training can have an impact on student performance the paper considers the circumstances of the study and whether similar outcomes might be possible in less favourable conditions. 相似文献
3.
MADDALENA TARAS 《Assessment & Evaluation in Higher Education》2003,28(5):549-565
Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this. 相似文献
4.
Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training. 相似文献
5.
Hwei Ming Wong 《Education 3-13》2016,44(4):442-457
Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen students' self-assessments were randomly selected and compared with an independent panel of teachers' assessment. The results revealed both differences as well as similarities between the students' and teachers' perceptions of students' self-assessment ability. The findings and the implications for students are discussed in concluding the article. 相似文献
6.
Rola Khishfe 《科学教学研究杂志》2008,45(4):470-496
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008 相似文献
7.
Ping-Kee Tao 《International Journal of Science Education》2013,35(12):1201-1218
This study explored high school students' collaborative efforts in solving qualitative physics problems. It aims to investigate whether and how confronting students with varying views help to improve their problem solving skills and develop better understanding of the underlying physics concepts. The varying views were provided to 18 Year 12 students by requiring them (a) to work in dyads on three problems during which they had to consider and confront each other's ideas; and (b) to consider, in a feedback session, multiple solutions to each problem, comparing the solutions with their own and reflecting on their mistakes. The study adopts Marton's emerging theory of awareness as its theoretical underpinning- that the varying views would bring to students' focal awareness and enable them to discern the different critical aspects of the problem situations and this would help them to develop conceptual understanding. The results show that confronting students with varying views have positive effects on students' learning, thus lending support to the theory of awareness. 相似文献
8.
The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used. 相似文献
9.
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
10.
Laura C. Richards Lora Tuesday Heathfield William R. Jenson 《Psychology in the schools》2010,47(6):551-566
Evidence‐based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer‐modeling intervention package to improve students' on‐task behavior in the classroom are presented. The classwide intervention took place in three mixed‐grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14–20 students each. Fifteen‐minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4‐minute videotape segment depicting a peer model demonstrating near 100% on‐task behavior, which was accompanied by verbal coaching and small tangible rewards. Results demonstrated large treatment effects across all three classrooms, which remained large in two of the classrooms at follow‐up 4–8 weeks later. Corresponding positive social validity by participating students and teachers was also documented. Results are discussed in terms of implications, limitations, and future research directions. © 2010 Wiley Periodicals, Inc. 相似文献
11.
The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty‐seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7‐week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program‐embedded communities, which we identified as laboratory‐centered, program‐centered, and peer‐centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677–697, 1999 相似文献
12.
This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour. 相似文献
13.
Eadaoin K.P. Hui 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):279-294
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception. 相似文献
14.
This article presents the results of a formative assessment intervention in writing assignments in sixth grade. We examined whether the formative assessments (i.e. peer and self-assessment) would improve self-regulation, motivation and self-efficacy among sixth graders, and whether differential effects exist between formative assessment forms. The study lasted for 27 weeks. Participants (N = 695) were exposed to one of three conditions: peer assessment intervention, self-assessment intervention, or a control condition. The interventions were delivered in a whole-classroom format. The results of a multilevel analysis showed that the use of formative assessment to develop self-regulation among students was effective for both intervention groups. Also, motivation was affected in both intervention groups. Finally, no significant differences were found between the peer assessment intervention and the self-assessment intervention concerning self-regulation, motivation, or self-efficacy. The implications of these results are discussed. 相似文献
15.
This article draws on the findings of a longitudinal case study, which investigated the writing experiences of five students who spoke English as an additional language (EAL). The major interest was in examining what it was like to be an EAL writer and what changes occurred in EAL students' perceptions of academic writing and of themselves as academic writers during their one-year Taught Masters course at a major UK University. This article reflects on the perceptions of peer feedback held by research participants and their engagement with providing and receiving peer comments. Although peer feedback is often viewed as an attractive tool for supporting student writing, most participants did not fully capitalise on the benefits of these practices. Such factors as students' lack of prior peer feedback and their perceptions of peers' ability to provide valid feedback constituted potential barriers to the success of peer feedback. The article suggests that the use of well-structured collaborative activities and tutors' intervention are required for peer feedback to be effective. 相似文献
16.
A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor “learning is constructing” on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non‐metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre‐intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 222–259, 2001 相似文献
17.
Birgitta Berne 《International Journal of Science Education》2013,35(17):2958-2977
This article reports on the outcomes of an intervention in a Swedish school in which the author, a teacher-researcher, sought to develop students' (14–15 years old) ethical reasoning in science through the use of peer discussions about socio-scientific issues. Prior to the student discussions various prompts were used to highlight different aspects of the issues. In addition, students were given time to search for further information themselves. Analysis of students' written arguments, from the beginning of the intervention and afterwards, suggests that many students seem to be moving away from their use of everyday language towards using scientific concepts in their arguments. In addition, they moved from considering cloning and ‘designer babies’ solely in terms of the present to considering them in terms of the future. Furthermore, the students started to approach the issues in additional ways using not only consequentialism but also the approaches of virtue ethics, and rights and duties. Students' progression in ethical reasoning could be related to the characteristics of the interactions in peer discussions as students who critically and constructively argued with each other's ideas, and challenged each other's claims, made progress in more aspects of ethical reasoning than students merely using cumulative talk. As such, the work provides valuable indications for the importance of introducing peer discussions and debates about SSIs in connection to biotechnology into the teaching of science in schools. 相似文献
18.
In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions. 相似文献
19.
In this paper we consider the ways in which students' activities during project work are influenced by their images of science, e.g. their views about the purposes of science, the nature of scientific knowledge and the role of social processes in scientific activity. We also investigate the kinds of project activities which promote the development of students' images of science. We draw on case studies of 11 science students' experiences of investigative project work in their final year at university. For one of these students naive views about the epistemology of science constrain her project activities. We suggest that the concept of 'epistemic demand' may help in anticipating difficulties that students might have during project work. We also find that students' images of science are developed as a result of messages communicated both implicitly and explicitly through project work. 相似文献
20.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. 相似文献