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A. Mark Langan David M. Shuker W. Rod Cullen David Penney Richard F. Preziosi C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献
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A. Mark Langan C. Philip Wheater Emma M. Shaw Ben J. Haines W. Rod Cullen Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved. 相似文献
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Debra Langan Nicole Schott Timothy Wykes Justin Szeto Samantha Kolpin Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117
Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms. 相似文献
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Edel Higgins Carol Slattery John L. Perry John O'Shea 《Educational Psychology in Practice》2019,35(1):50-66
Research has shown that rates of clinical anxiety levels are higher among young people with an ASD than their typically developing peers. This study conducted an exploratory investigation into the impact of a specifically tailored CBT group programme on anxiety levels in young people with ASD. The 12 week CBT programme was delivered to 12 children with a diagnosis of ASD in a children’s disability team in Ireland. An embedded mixed methods design was utilised and inferences were drawn by collecting and analysing quantitative and qualitative data separately. Findings indicate CBT can be delivered successfully to a group of children with ASD. As is the nature of an embedded design, quantitative findings are reported as supportive evidence for the qualitative findings of this study. The positive preliminary findings suggest a rigorous, large scale evaluation is needed to determine the overall effectiveness of the programme with this population. 相似文献
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Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information literacy concepts. This article examines the theory and practical applications of background music to improve a classroom atmosphere and its impact on students' learning. Results from this qualitative and quantitative study indicate positive correlations between background music and student comfort, confidence, and retention. 相似文献
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Andrew Bennie Edel Langan 《International journal of qualitative studies in education》2013,26(8):970-988
School physical education (PE) experiences play a critical role in adolescents’ physical activity (PA) levels. Teachers are crucial to students’ initial experiences in PA; however, limited research has explored teachers’ perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current Australian male and female PE teachers to investigate their perceptions about PA in secondary school PE (grades 7–12). Our findings indicated PA was a major focus for teachers during PE lessons; however, many physical and psychosocial factors underpinned practical classes. During PE lessons, PE teachers favoured game-based activities to promote PA while citing the traditional skill-drill approach as a strategy that limited PA. These findings highlight an ongoing shift in PE teaching towards a games-based approach and have several important implications for future teaching practice and research. 相似文献
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A. Mark Langan Nick Scott Shobana Partington Agnieszka Oczujda 《Journal of Further & Higher Education》2017,41(1):16-29
Institutions are understandably interested in the profile of their own reputations based upon publicly available data about student experiences. The UK’s National Student Survey (NSS) metrics are integrated into several ‘Good University’ calculations, whereas teaching teams most often use the survey’s text comments to change practices, rather than the metrics directly. There is little information about how messages from the national survey’s text comments relate to the accompanying numerical ratings, partly because text comments are confidential to the institution and unavailable for wide-scale research. We categorised institutional NSS text comments into themes that mirrored those of the original questionnaire. Comparisons were made between frequencies of thematic comments and the national ratings of satisfaction for several subject areas. For the first time, we demonstrate broad agreement between comments about measures of teaching staff and course organisation with the performance of the subject areas (compared to metrics of their national counterparts). These findings are consistent with previous quantitative models predicting the most important factors that most influence overall satisfaction ratings. We intend this study to be a catalyst for other institutions to explore their non-publicly available, textual returns in a similar way. The outcomes of this type of work are pertinent to all countries that use large-scale surveys. However, institutions will need to release findings to a public audience if we are to gain a national/international perspective on this key linkage between publicly available metrics and the associated text comments. 相似文献
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Mental health disorders are currently the leading cause of disability among young people, internalising disorders such as anxiety and depression representing the most predominant mental health problems experienced. Given the high prevalence rates, low rates of treatment and associated adverse effects on social, emotional and academic functioning, the need to prevent the development of anxiety disorders in children and adolescents is paramount. The FRIENDS for Life intervention programme has been endorsed by the World Health Organisation as an evidence based programme effective for the prevention of child and youth anxiety. The purpose of this article is to systematically review the research base surrounding the FRIENDS for Life programme. All reviewed studies found that the programme had a positive impact on primary anxiety outcome measures compared to control groups, with small to medium effect sizes reported. However, a number of methodological and design concerns were identified across studies. Further quality school-based research is needed to ameliorate these challenges. 相似文献
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Edel Higgins Johanna Fitzgerald Siobhán Howard 《Educational Psychology in Practice》2015,31(3):247-264
Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption of the well-known Reading Recovery programme. The current study aims to establish whether Literacy Lift-Off improves students’ literacy skills. It further seeks to determine what impact Literacy Lift-Off has on students’ reading self-concept levels. Ninety-two students aged between five years and six years six months (52 boys, 40 girls) attending four Senior Infant classes were recruited for this study. Two class groups were randomly chosen to act as an intervention cohort (n = 47) and two class groups were randomly chosen to act as a wait-list control cohort (n = 45). This experimental study evaluated the Literacy Lift-Off intervention on students’ letter identification, word attack skills, word reading, and reading self-concept beliefs. Intervention students were compared with control students who did not receive the Literacy Lift-Off intervention at pre-test and post-test levels. Results showed that while both groups showed significant change on all dependent variables from pre-intervention to post-intervention, those in the experimental group showed significantly more improvement on word attack skills, word reading and reading self-concept beliefs. This study showed that a whole-class reading recovery programme can be effective in improving literacy skills and reading self-concept. 相似文献