An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading     

Ernesto Panadero  Maryam Alqassab 《Assessment & Evaluation in Higher Education》2019,44(8):1253-1278

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   

A Technique for Automatically Scoring Open-Ended Concept Maps     

Ellen M. Taricani  Roy B. Clariana 《Educational technology research and development : ETR & D》2006,54(1):65-82

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Educational software for simulating risk of HIV infection     

Rothberg  Madeleine A.  Sandberg  Sonja  Awerbuch  Tamara E. 《Journal of Science Education and Technology》1994,3(1):65-70

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Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine     

Mary Anne Ullery  Antonio Gonzalez  Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.  相似文献   

日本中小学教学与评价一体化原则及其对我国的启示   总被引：7，自引：0，他引：7  

张德伟 《外国教育研究》2005,32(2):29-33

教学与评价一体化是日本新的中小学课程改革中提出的一项重要理念或原则，它具有丰富的内涵，即：1)评价是教学过程中一个重要组成部分和不可缺少的环节；2)教学与评价不可分离，评价伴随于整个教学的全过程；3)评价内在于学校、教师的教学过程之中；4)评价的直接目的是为了改善学校的教学，而其最终目的则是为了促进学生的成长。与日本类似，印度在其中小学课程改革中也提出了评价与教学过程相结合的思想。我国在新课程及其教学的改革中．有必要借鉴教学与评价一体化的理念或原则。  相似文献   

VaR模型在我国养老基金投资风险控制中的应用     

林源 《怀化学院学报》2006,25(1):68-70

养老基金的投资面临多种风险,要实现其保值增值,必须进行风险度量和监控。VaR模型作为一种新的金融风险管理工具,因其有别于传统的金融风险管理工具的特点,在西方受到广泛青睐。探讨该模型在我国养老基金投资风险控制中的应用。  相似文献   

Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts     

Dina Zoe Belluigi 《Teaching in Higher Education》2016,21(6):700-715

This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.  相似文献   

关于环境影响评价问题的思考与建议     

赵慧  秦明周  王猛 《周口师范学院学报》2007,24(1):97-99

文章概述了国际环境影响评价法律制度的主要发展趋势,指出了改革我国环境影响评价的方向,对进一步健全我国环境影响评价法律制度提出了几点建议。  相似文献   

专业课程实时交互式网络教学方案探讨——基于民法学课程网络教学改革实践     

杨秀朝 《湖南广播电视大学学报》2011,(4):10-13

开放教育实施十余年来,其网络教学没有达到预期的效果,与现行网络教学形式自身的缺陷有关。基于专业课程的实时交互式网络教学方案的提出,是为了弥补现行网络教学形式的不足,给因各种原因不能参加面授辅导课的学生提供一种既能保证知识的系统性,又具有交互性的专业课程网络教学形式。实践表明,这一网络教学方案更能吸引学生参与,可操作性较...  相似文献   

行动导向在《电路分析》教学改革中的实践     

邵雯  吴卫华 《南宁职业技术学院学报》2011,(3):53-55

基于行动导向教学法,针对《电路分析》课程的教学理念、教学内容、教学方法、考核模式等方面展开教学改革与实践分析,通过《电路分析》课程行动导向教学的实践,强调学生在"做中学",挖掘和整合教学资源。  相似文献