Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading,which is better?     

《Studies in Educational Evaluation》2021

In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51) and the Netherlands (n = 42) gave feedback on concept maps during a physics lesson. The lesson was given in an online inquiry learning environment that included an online lab. Students gave feedback in a special Peer Assessment tool, which also provided assessment criteria. Findings indicate that post-test knowledge scores were higher for students from the commenting group. The difference between the groups was largest for the low prior knowledge students. Possible educational implications and directions for further research are discussed.  相似文献   

高校学报"小同行"审稿专家的遴选   总被引：2，自引：2，他引：0  

孙丽莉  刘祥娥 《编辑学报》2011,23(2):139-140

高校学报"为本校的教学与科研服务"的办刊宗旨对遴选审稿专家提出了更高的要求,高校学报稿源综合性的特点使得其难以建立自己相对稳定的审稿专家库;因此,利用网络选择"小同行"审稿专家是众多高校学报的选择。作者对"小同行"审稿专家遴选工作中遇到的问题作实例分析。  相似文献   

医科大学学报审稿人审稿质量的影响因素分析     

王福军  冷怀明  李勇 《编辑学报》2011,23(2):105-108

为了了解影响医科大学学报审稿人审稿质量的因素及各因素对审稿人审稿质量的影响程度,采用自制的经专家论证的问卷调查表对4种高校学报的400名编委及审稿人进行了匿名式问卷调查。结果表明,所设计的11个影响因素的得分总体比较、两两比较,差异均有统计学意义(P<0.05)。以数理方法筛选出影响医科大学学报审稿人审稿质量的主要因素,为编辑同人寻求避免某些不利因素的方法提供了实证依据。  相似文献   

图书情报学期刊的分层结构：基于同行评议的实证研究          下载免费PDF全文

刘宇  叶继元  袁曦临 《中国图书馆学报》2011,37(2)

同行评议是保证科研健康发展的一种重要机制,学术评价在本质上离不开同行的判断.本文通过问卷法,采用同行评议的方式调查学术共同体对18种CSSCI图书情报学来源期刊的感知和认同,使用聚类分析展示期刊在"类"的层次上的差异.研究发现:同行将18种期刊明显地分为4个层级;<中文核心期刊要目总览>和CSSCI来源期刊均只能部分地反映同行的评议结果;CSSCI来源期刊的评价结果与同行评议结果一致性略高于<中文核心期刊要目总览>.  相似文献   

我国图书馆同业影响的实证分析     

范红霞  刘泽隆 《图书馆工作与研究》2011,(4):13-15

同业影响分析是在DEA模型研究基础上发展起来的,在评价相对效率优先的生产单元中有广泛应用。本文以DEA模型和同业影响分析为理论基础,选取我国31个省、直辖市、自治区省级公共图书馆的投入产出数据,应用DEAP软件进行计算和分析。结果显示:有5个地区的省级公共图书馆技术有效,其余26个地区省级公共图书馆技术无效且以5个有效省级公共图书馆中的1个或多个为同业目标。  相似文献   

Psychometric properties of the Violent Experiences Questionnaire     

《Child abuse & neglect》2017

The Violent Experiences Questionnaire—Revised (VEQ-R) is a brief retrospective self-report inventory which provides estimates of annual frequencies of childhood physical abuse, sibling physical abuse, exposure to parental violence, peer bullying, and corporal punishment as they were experienced from ages 5 to 16. The VEQ-R indices rely on a frequency metric that estimates the number of days on average per year a specified class of behavior occurred over a 12 year retrospective period. All scores range from a frequency of 0 to a high of 104. Scale normative data was generated from both a college (N = 1266) and national (N = 1290) sample to expand the research applicability of this relatively new inventory. Subscales were added to estimate the frequency of victimization during childhood, the pre-teen years, and adolescence. Four “hostility” component indices were derived from perpetrator source (parent, sibling, peer, or domestic). Thresholds were established to for High, Moderate, Low, and No Risk classifications. Subscales dimensions were found to have both adequate internal and temporal consistency. Evidence of concurrent and discriminant validity was generated using the Parent-Child Conflict Tactics Scale-Short-Form^©, LONGSCAN Physical Abuse Self-Report scale, and Physical Punishment scale of the Assessing Environments III inventory.  相似文献   

Developmental trajectories and longitudinal mediation effects of self-esteem,peer attachment,child maltreatment and depression on early adolescents     

《Child abuse & neglect》2018

ObjectivesThe purpose of this study is to identify the developmental trajectories of peer attachment, self-esteem, depression, and child maltreatment, and to understand the longitudinal mediation effects that peer attachment and self-esteem have on the influence of perceived abuse on early adolescent depression.MethodsThis study uses Year 1 to Year 5 data of the 4th grader panel of the Korea Youth Panel Survey (KYPS) and utilizes a multivariate latent growth model to analyze the main variables in the applicable data between 5th (i.e., Year 2) and 8th (i.e., Year 5) grades.ResultsThe results indicate that from the 5th to the 8th grade, the degree of abuse and depression increases while self-esteem gradually decreases with slowly lowering peer attachment. A significant distribution of the initial values and the rate of change were present for all main variables of the study, confirming individual differences in time wise changes. Further, more exposure to abuse correlated with a decrease in self-esteem, while an increase in self-esteem greatly reduced depression. The initial value of self-esteem showed a partial mediation effect, whereas the rate of change indicated a full mediation effect with a significant longitudinal mediation effect. More experience of abuse during early adolescence indicated a lower degree of peer attachment, and a higher peer attachment was related to decreased depression. A significant partial mediation effect was present for both the initial value and the rate of change of peer attachment, and a longitudinal mediation effect was present.Practice implicationsThis study confirmed that self-esteem in early adolescents is an important protective factor that can greatly reduce the degree of depression, and suggests continuous interventions conducted to increase self-esteem in adolescence. Furthermore, by determining that peer attachment decreases the degree of depression in children at risk, the study emphasizes the healing aspect of adolescent peer attachment.  相似文献   

Peer feedback on college students’ writing: exploring the relation between students’ ability match,feedback quality and essay performance     

Bart Huisman  Nadira Saab  Jan van Driel  Paul van den Broek 《高等教育研究与发展》2017,36(7):1433-1447

There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback.  相似文献   

In the eye of the beholder: The relationship between perceived peer language skills,provided peer feedback and peer grading in secondary education     

《Studies in Educational Evaluation》2023

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.  相似文献   

The effects of communication medium on argumentation and the development of critical thinking     

Richard Joiner  Sarah Jones 《International Journal of Educational Research》2003,39(8):861

The aim of this paper is to compare the effects of different communication media on the quality of arguments and the development of argumentative reasoning. The study involved 73 undergraduate students. It consisted of a pre-test, an intervention session consisting of either an asynchronous online discussion or a face-to-face discussion, and a post-test. The pre-test consisted of a mini essay to ascertain participants’ opinion of smacking, and a 21-point smacking scale, where participants indicated how much they agreed or disagreed with smacking. The online group participated in a seminar discussion over a period of 2 weeks. The face-to-face group participated in the seminar discussion for a 1-h period. The seminar discussion was about the detrimental effects of smacking on children's development. One week after the seminar discussion, the post-test was administered. No statistically significant differences were found between the two conditions in terms of improvement in the quality of the students’ arguments. However, the quality of the argumentation used in face-to-face was higher than that used in the online discussions. The implications of these findings for theoretical models of collaborative activity are discussed.  相似文献