Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment     

Xiongyi Liu  Lan Li  Zhihong Zhang 《Assessment & Evaluation in Higher Education》2018,43(2):207-222

The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups.  相似文献   

The role of peer review in identity development for engineering education researchers     

Anne Gardner  Keith Willey 《European Journal of Engineering Education》2019,44(3):347-359

ABSTRACT

Peer review has been the focus of an ongoing study at a series of recent annual conferences of the Australasian Association for Engineering Education (AAEE). A further development of this study has been to explore the perspective/s of the authors of these conference papers and the impact that peer review can have on their development as researchers. This paper uses the identity-trajectory framework to illustrate relationships between peer review and academic identity construction for engineering education authors in the AAEE community. Participants’ responses illustrate how various aspects of responding to reviews and writing reviews for other authors, contribute to the development of the networking and intellectual strands of their academic identity as engineering education researchers. We suggest that members of the global engineering education community should be mindful of how they write their peer reviews of conference papers to ensure the opportunity to constructively contribute to their peers’ successful transition into this different research paradigm is not missed.  相似文献   

Developing a procedure for learning and assessing peer review in a forensic science programme     

Hilary J. Hamnett  Amanda E. McKie 《Assessment & Evaluation in Higher Education》2019,44(5):787-798

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   

影响高校学报审稿期限的主要因素及对策   总被引：5，自引：0，他引：5  

周红兵  方秀菊 《湖州师范学院学报》2004,26(4):108-111

对全国81家高校学报审稿期限现状的调查数据表明：我国目前大多数高校学报由于受人员、效率、审稿人、作者等因素影响，审稿期限过长。为缩短审稿期限，提高学报出版的时效性及学术信息的应用价值，学报编辑部应通过选准审稿人、做好稿件退修工作、发展网上审稿等举措，加快审稿运作周期。  相似文献   

P2P技术的发展与前瞻   总被引：5，自引：0，他引：5  

董芳  费新元  吴秀 《黔南民族师范学院学报》2002,22(6):8-10

本文介绍了P2P技术的背景与发展现状，对P2P技术的应用前景提出一些前瞻性的看法。  相似文献   

Two Related Crises     

Paul Robert Henrickson 《College Teaching》2013,61(3):177-179

Abstract

We describe the organization and outcomes of faculty communities of practice over four semesters in which participants learned about research-based instructional strategies. In each semester, a community of 10 to 22 participants met for six to eight one-hour sessions, read a common book on teaching and learning, observed each other's class sessions, and prepared a final report on what they had learned. We found that the peer observations inspired the participants to adopt new instructional strategies. This paper includes recommendations for designing faculty professional development experiences with an intentional focus on creating value for the participants.  相似文献   

“南诏·大理历史文化研究”名栏人才库建设构想     

党红梅 《大理师专学报》2013,(11):75-79

栏目的建设与发展关乎学术期刊的竞争力和影响力,《大理学院学报》“南诏·大理历史文化研究”栏目历经15年的成长,取得了可喜的成绩,但在成为“名栏”的同时,依然存在“稿患”“稿荒”等问题。分析该栏目的稿源情况和作者结构,论述名栏人才库建设的三个重要因素,提出作者库、审稿专家库和编辑队伍建设的构想。  相似文献   

Wolfgang Kasack (1927–2003): A Bio-Bibliography     

《Slavic & East European Information Resources》2013,14(4):35-41

ABSTRACT

A leading Slavist in Europe and North America, Wolfgang Kasack promoted a unified vision of Russian literature for the twentieth century. In addition to his prolific scholarship, he wrote over eighty reviews of reference works in Russian literature for research libraries for the print and online journal Informationsmittel: IFB between 1996 and 2003. Many of these reviews were published in English in abridged form in the journal Reference Reviews Europe Annual during that same period.  相似文献   

Predicting Disordered Eating Intentions Among Incoming College Freshman: An Analysis of Social Norms and Body Esteem     

Steven M. Giles  Donald Helme  Marina Krcmar 《Communication Studies》2013,64(4):395-410

The purpose of this study was to explore the relationship between parental influence, peer norms, body esteem, and disordered eating intentions in a sample of incoming college freshmen women. A total of 427 incoming female college freshmen from a private university in the southeastern United States were surveyed as part of a larger study. Results indicated that body esteem moderated the relationship between parent thinness norms, parent encouragement norms, parent communicative norms, peer acceptability norms, and peer prevalence norms on disordered eating intentions. There was no significant interaction between body esteem and peer thinness norms. These results suggest that efforts to prevent disordered eating among college students should include strategies for changing normative influence, both from parents and peers.  相似文献   

Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning     

Robert J. Sidelinger  Derek M. Bolen  Audra L. McMullen  Meghan C. Nyeste 《Communication Studies》2013,64(1):63-84

This study reports an investigation designed to determine the generalizability of source credibility scales for immediate superiors across organizational contexts. Four meaningful and statistically independent dimensions for the measurement of the source credibility of immediate superiors in an organizational setting are reported.  相似文献