How to achieve accurate peer assessment for high value written assignments in a senior undergraduate course     

Daniel Jeffery  Krassimir Yankulov  Alison Crerar 《Assessment & Evaluation in Higher Education》2016,41(1):127-140

The psychometric measures of accuracy, reliability and validity of peer assessment are critical qualities for its use as a supplement to instructor grading. In this study, we seek to determine which factors related to peer review are the most influential on these psychometric measures, with a primary focus on the accuracy of peer assessment or how closely peer-given grades match those of an instructor. We examine and rank the correlations of accuracy, reliability and validity with 17 quantitative and qualitative variables for three senior undergraduate courses that used peer assessment on high value written assignments. Based on these analyses, we altered the single most significant variable of one of the courses. We demonstrate that the number of reviews completed per reviewer has the greatest influence on the accuracy of peer assessment out of all the factors analysed. Our calculations suggest that six reviews must be completed per reviewer to achieve peer assessment that is no different from the grading of an instructor. Effective training, previous experience and strong academic abilities in the reviewers may reduce this number.  相似文献   

论大学英语教学中的文化意识及其培养     

孙娟 《宁波教育学院学报》2007,9(5):59-62

大学英语教学是语言的教学,而语言教学离不开文化教学。掌握一种语言并不仅限于学习语言本身,培养目的语文化意识应作为大学英语教学的要求之一。文化意识的培养有利于学生开拓眼界、拓宽知识面、培养创造性思维能力,提高学生的综合素质。在大学英语教学中培养学生的文化意识,是一个充满乐趣的发现和进步过程。  相似文献   

Factors associated with students’ attitude change in online peer assessment – a mixed methods study in a graduate-level course     

Jiandong Wang  Ruiqin Gao  Xiuyan Guo 《Assessment & Evaluation in Higher Education》2020,45(5):714-727

Abstract

Positive student attitude towards peer assessment can be demonstrated through high-quality peer assessment activities. Research findings on students’ attitudes before and after such activities were mixed. This study was conducted using a mixed-methods approach to investigate the underlying factors influencing students’ attitude change. Participants were students enrolled in an online graduate-level assessment course in the college of education in a university in the southeast United States in the fall of 2017 (N?=?31). Surveys and interviews were used to collect quantitative and qualitative data separately, both of which indicated that perceived accurate and specific feedback tended to help students shift to more positive attitudes towards online peer assessment. In addition, final task score improvement after the activity was correlated with positive attitude change. Qualitative results also identified other factors, such as communication with the peers’ work and logistic concerns. The current study offers insights for researchers and instructors to promote positive attitude changes in online peer assessment activities.  相似文献   

Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility     

Vinícius Medina Kern  Luciana Martins Saraiva  Roberto Carlos dos Santos Pacheco 《Education and Information Technologies》2003,8(1):37-46

This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.  相似文献   

The importance of social learning environment factors for affective well-being among students     

Ella Maria Cosmovici Idsoe 《Emotional and Behavioural Difficulties》2016,21(2):155-166

We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning.  相似文献   

关于大连市率先基本实现教育现代化的思考   总被引：1，自引：0，他引：1  

庞国斌 《大连教育学院学报》2001,17(4):1-3

大连市第九次党代会提出在本世纪初率先基本实现社会主义现代化的宏伟目标。教育现代化无疑是社会主义现代化的重要组成部分。教育现代化是一个发展的概念 ,是一个包罗恢宏、多层次、多阶段的历史过程 ;教育现代化的衡量指标主要包括定性和定量两大部分 ;大连市率先基本实现教育现代化更是一个全方位的系统工程 ,必须动员全社会的力量 ,才能最终实现。  相似文献   

高师院校学生的语言文字状况及其教学对策     

史素芬  李书文  宋海鹰 《长治学院学报》2004,21(1):49-53

文章针对目前高师院校语言文字教学现状 ,论述了更新教学观念和改革教学方法的问题,提出了要培养学生学术意识、提高学术档次、增大信息量、树立比较意识、多渠道培养学生能力、挖掘汉语深刻的文化内涵等新观念和化繁琐为简明、化枯燥为鲜活、化陈旧为新颖的新方法  相似文献   

中小学教师"校本培训"的内涵、功能、目标研究     

陈必发 《继续教育研究》2005,(6):91-93

传统以课程为葶础。以知识传授为特征的“讲授式”教师培训模式，无论在学历教育还毫在其他各种形式的培训中，其实践效果并非理想。校本培训是中小学教师继续教育的重要形式。是持续提高教师专业化水平的必由之路。本文就校本培训的内涵、功能和目标进行了探讨。  相似文献   

Liana’s learning in a democratized classroom     

Christine Brigid Malsbary  Samantha Espinoza  Lisa Bales 《Pedagogies: An International Journal》2016,11(3):249-269

In usual understandings of learning, youths’ development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths’ simultaneous occupation of novice and expert roles. We refer to this simultaneous occupation as “mutual reliance”. We make this assertion within the context of a multilingual, transnational classroom, where the presence of heightened diversity led teachers to put in place a structure (“autonomous learning groups”) that supported youth to rely on one another to learn. In a video-based case study that tracks one group of students over 33 hours and engages micro-ethnographic analysis of a student named Liana, we found that autonomous learning groups created a democratization of the learning space – everyone contributed from his or her knowledge base because no single person, including the teachers, could ever be an expert.  相似文献   

Editorial Power/Authorial Suffering     

Roth  Wolff-Michael 《Research in Science Education》2002,32(2):215-240

In this article, I analyse the publish or perish enterprise and in particular the origins of editorial power/knowledge. My actor-network analysis shows how tenure, promotion, and salary decisions apparently unrelated to editorial decisions are important elements that accrue power/knowledge to editors of particular journals. What my actor-network analysis does not show, and which I therefore analyse from a subject-centred perspective, is the other side of editorial power/knowledge: authorial suffering. I suggest that the structure of our science education discipline necessitates a particular commitment to the responsibilities and obligations of editors and reviewers to the authors, particularly the newcomers, and therefore to the production and reproduction of science education.  相似文献