Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university     

Deliang Man  Yiqin Xu  John Mitchell O’Toole 《Assessment & Evaluation in Higher Education》2018,43(4):527-536

Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research.  相似文献   

基于观测器中立系统的时滞相关稳定性     

段振辉  刘磊坡 《新乡师范高等专科学校学报》2006,20(2):4-6

研究了一类中立系统的稳定性问题,设计一个基于观测器的状态反馈器。采用描述器方法,利用Lypunov函数,不对V函数的导数放大,而是引用一些恰当的0项,通过解两个LMI,获得了误差系统和原系统的时滞相关稳定性的充分条件。同时解决了系统增益问题。最后一个数值例子说明了设计方法的有效性和可行性。  相似文献   

服务机器人多通道人机交互感知反馈工作机制及关键技术   总被引：1，自引：0，他引：1  

赵其杰 《上海大学学报(英文版)》2006,10(3)

With the increasing of the elderly population and the growing health care cost, the role of service robots in aiding the disabled and the elderly is becoming important.Many researchers in the world have paid much attention to healthcare robots and rehabilitation robots.  相似文献   

串联负反馈放大器基本放大倍数Ao的计算方法问题     

方天申  叶晨曦 《海南师范学院学报》2005,18(3):237-239

分析了串联负反馈放大器基本放大倍数Ao两种计算方法的差异,证明了负反馈作用会掩盖理论计算和实验测量Ao产生的误差.  相似文献   

反馈环的基本状况--写存器新析之一     

兰羡菊 《南平师专学报》2005,24(2):40-43

将两个受外来信号控制的、串联成封闭回路的非门定义为反馈环将内、外输入信号以与(或)非门形式输入的反馈环定义为与(或)非环以与非环为例，从理论上阐明了反馈环的稳态、变态(非稳态)及其条件和判别方法。  相似文献   

Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?   总被引：1，自引：0，他引：1  

Sehoya H. Cotner  Bruce A. Fall  Susan M. Wick  J. D. Walker  Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443

Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.  相似文献   

"三项基本假设"的缺陷和负反馈放大电路优化定律     

李建国 《长治学院学报》2002,19(2):6-9

文章分析了米尔曼"三项基本假设"的缺陷,提出了负反馈放大电路优化定律,从而实现了使假设向科学理论的过渡.  相似文献   

Professional development to increase teacher behavior‐specific praise: A single‐case design replication          下载免费PDF全文

Nicholas A. Gage  Nicolette M. Grasley‐Boy  Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.  相似文献   

The conundrum of low achievement and feedback for learning     

Edd Pitt  Margaret Bearman  Rachelle Esterhazy 《Assessment & Evaluation in Higher Education》2020,45(2):239-250

Abstract

The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities.  相似文献   

Evaluating an earlybird scheme: encouraging early assignment writing and revising     

Kerrie Unsworth  Katherine Kauter 《高等教育研究与发展》2008,27(1):69-76

It is widely suggested that feedback on assignments is useful to students’ learning, however, little research has examined how this feedback may be provided in large classes or the actual effects of such a scheme. We designed and implemented a voluntary ‘earlybird scheme’ that provided detailed feedback to undergraduate Business students on a first draft of a literature review. We then evaluated the effect of this scheme on students’ final marks for the assignment, the scheme’s usage, and students’ perceptions of the scheme. We found that although the usage of the scheme was quite low, it increased the learning of the students who did use it. The most common reason for not using the scheme was a lack of time and, therefore, given the beneficial nature of the scheme overall, we suggest that future implementations include greater structure or a complementary time‐management workshop.  相似文献