Rubrics and self-assessment scripts effects on self-regulation,learning and self-efficacy in secondary education     

Ernesto Panadero  Jesús Alonso Tapia  Juan Antonio Huertas 《Learning and individual differences》2012,22(6):806-813

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Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills     

Tijs Rotsaert  Ernesto Panadero  Tammy Schellens 《European Journal of Psychology of Education - EJPE》2018,33(1):75-99

Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice.  相似文献   

From Screening to Improving Quality: The case of Latin America     

Ernesto Schiefelbein  Paulina Schiefelbein 《Assessment in Education: Principles, Policy & Practice》2003,10(2):141-159

Use of testing expanded in Latin America during the last 50 years from academic centres to policy makers and mass media. The expansion has been the result of the perseverance of many researchers and practitioners, cheaper and more user-friendly technol ogy, demands on labour and its ability to compete in a global market, and international comparisons showing the low adult functional literacy and poor performance of Latin American students. The first boost to testing was generated by the need for screening students for higher education. Later on there was a demand for identifying quality gaps causing repetition problems and low performance. In the 1980s a few countries used testing to assess alternative solutions and new ways to deliver teaching and managing classroom processes. By the mid-1990s a dozen countries were operating national testing systems. Recent tasks have been the identification of reading problems; the conducting of international compari sons; and the selection of effective models to raise quality. Even though only a few countries have taken full advantage of the whole set of possible uses of testing, there is a growing interest in using testing for raising students' achievement.  相似文献   

Constraints to change in traditional educational systems: Lessons from the Chilean case     

Ernesto Schiefelbein 《Interchange》1971,2(4):41-51

Educators from developed countries arrive in the third world with a set of recipes large enough to cope with all the problems of the country they want to help. Their advice, however, is usually not taken into account. The present paper describes the main constraints limiting innovation in the Chilean case. It is hoped that a better understanding of the functioning of this school system (representing the actual situation in more than 90% of the less developed countries) will help those experts to design more realistic proposals.

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Résumé Les éducateurs des pays développés offrent au Tiers-Monde toute une série de formules suffisamment élaborées pour remédier aux difficultés que rencontre le pays auquel ils viennent en aide. Il reste que ces éducateurs ne sont pas toujours écoutés. La présente communication décrit les principaux obstacles qui se dressent lors des tentatives d'innovation au Chili. Le fonctionnement du système éducatif Chilien est représentatif de la situation réelle qui prévaut dans plus de 90% des pays en voie de développement et l'on espère qu'une meilleure compréhension de ce système aidera les spécialistes en question à élaborer des projets plus réalistes.

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I have benefited greatly from advice and criticism from many friends, especially Russell Davis, Noel McCinn, Joseph Farrell, Sister María José Tresch, Richard Durstine, and Jane Hobson. I am grateful to all colleagues participating in the experiment.  相似文献   

The impact of a rubric and friendship on peer assessment: Effects on construct validity,performance, and perceptions of fairness and comfort     

Ernesto Panadero  Margarida Romero  Jan-Willem Strijbos 《Studies in Educational Evaluation》2013

Construct validity of peer assessment (PA) is important for PA application, yet difficult to achieve. The present study investigated the impact of an assessment rubric and friendship between the assessor and assessee on construct validity of PA. Two-hundred nine bachelor students participated: half of them assessed a peer's concept map with a rubric whereas the other half did not use a rubric. The results revealed a substantial reliability and construct validity for PA. All students over-score their peers’ performance, but students using a rubric were more valid. Moreover, when using a rubric a high level of friendship between assessor and assessee resulted in more over-scoring. Use of a rubric resulted in higher quality concept maps for peer and expert ratings.  相似文献   

Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance / Rúbricas y guiones de autoevaluación: efectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año     

Ernesto Panadero  Jesús Alonso-Tapia  Juan-Antonio Huertas 《Infancia y Aprendizaje》2013,36(1):149-183

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Determinants of School Performance Among Quechua Children in the Peruvian Andes     

Enrique Jacoby  Santiago Cueto  Ernesto Pollitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(1):27-43

In the rural Andes of Peru, primary school inefficiency ranks higher than in the rest of the country, with a nearly 50 per cent rate of first grade repetition. In 1993 the investigators administered a battery of four psycho-educational tests to 360 schoolchildren in the fourth and fifth grades at ten primary schools in the Andean region of Huaraz. They also recorded the children's individual characteristics, i.e. family background, nutritional status, and educational attainment, and rated the schools according to educational features such as classroom size, time devoted to learning, and student-teacher ratio. A year later, in 1994, children were re-examined in the schools using the same test battery. All subjects were small for their age, had poor diets, spoke mostly Quechua at home (Spanish in school), lived in a rural environment, and walked considerable distances to school. Regression analyses of the 1993 data indicated that the performance of Quechua children on verbal tests was heavily influenced by family background, while their mathematical competence was related to school experience. On the other hand, improvement in test scores from one year to the next appeared to be strongly related to test performance in 1993 and less clearly to the other recorded variables. Finally, the schools' promotion rates were clearly associated with test scores from the previous year but less clearly with grade repetition rates.  相似文献   

Implementing summative assessment with a formative flavour: a case study in a large class     

Jaclyn Broadbent  Ernesto Panadero  David Boud 《Assessment & Evaluation in Higher Education》2018,43(2):307-322

Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.  相似文献   

Early Adolescents’ Food Selection After Evaluating the Healthiness of Remote Peers’ Food Choices     

Ramón Cobo-Reyes  Juan A. Lacomba  Francisco Lagos  Christina Zenker  Ernesto Reuben 《Child development》2021,92(6):e1198-e1210

This study investigates whether asking early adolescents to evaluate the food choices of remote peers improves their own food selection. Participants were students from fifth (N = 219, M_age = 9.30 years) and sixth grades (N = 248, M_age = 10.28 years) of varying nationalities living in the United Arab Emirates (race and ethnicity were not collected). Students saw peers’ healthy or unhealthy food choices before picking their own food. In some conditions, students also critically evaluated the healthiness of the peers’ choices. Evaluation of peer choices led to healthier decisions (d = .53) to the point that it offsets the negative impact of observing unhealthy peer choices. This effect is larger for sixth graders compared to fifth graders.  相似文献   

Learning strategies and self-regulation in context: how higher education students approach different courses,assessments, and challenges     

García-Pérez  Daniel  Fraile  Juan  Panadero  Ernesto 《European Journal of Psychology of Education - EJPE》2021,36(2):533-550

European Journal of Psychology of Education - This study’s aim was to analyse the decisions higher education students make about learning strategies. We focus on research questions related to...  相似文献