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Panadero Ernesto Brown Gavin T. L. Strijbos Jan-Willem 《Educational Psychology Review》2016,28(4):803-830
Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)... 相似文献
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Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. 相似文献
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Peer assessment is an educational arrangement where students judge a peer's performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers' and teachers' ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research. 相似文献
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In this paper, techniques from the research field of knowledge management are used to improve the maturity of the Computer Based Training (CBT) development process at an IT-oriented organization involved in producing courseware. The project team is facilitated with a knowledge-sharing solution that enables them to unambiguously define their project process, and link templates and best practices to the activities in that process. In addition, a virtual discussion room is provided for them to share new insights. Results from measurement experiments indicate more positive project experiences with projects that used the knowledge-sharing solution. 相似文献
5.
Florence Kyaruzi Jan-Willem Strijbos Stefan Ufer Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2019,26(3):278-302
This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students’ perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students’ perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students’ feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students’ feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher’s assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students’ mathematics performance. 相似文献
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Jan-Willem Strijbos Astrid Wichmann 《European Journal of Psychology of Education - EJPE》2018,33(1):1-9
Over the past two decades, formative peer assessment has become a popular instructional approach. Initially, it was more readily applied in higher education but has since expanded to other educational levels, including primary and secondary education. The popularity is understandable given the increased amount of feedback by multiple peers and enhanced awareness of performance criteria. Although it is increasingly acknowledged by the research community that formative peer assessment is inherently a social endeavour, the collaborative nature is simultaneously the least-explored mechanism. The contributions in this special issue address this gap conceptualising peer assessment and peer feedback as both an individual and a collaborative learning practice. Furthermore, we highlight core learning conditions: learner characteristics, domain and task characteristics, and, finally, instructional scaffolds. 相似文献
7.
Frans J. Prins Dominique M. A. Sluijsmans Paul A. Kirschner Jan‐Willem Strijbos 《Assessment & Evaluation in Higher Education》2005,30(4):417-444
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed. 相似文献
8.
Maryam Alqassab Jan-Willem Strijbos Stefan Ufer 《European Journal of Psychology of Education - EJPE》2018,33(1):11-30
Peer feedback is widely used to train assessment skills and to support collaborative learning of various learning tasks, but research on peer feedback in the domain of mathematics is limited. Although domain knowledge seems to be a prerequisite for peer-feedback provision, it only recently received attention in the peer-feedback literature. In this study, preservice mathematics teachers (N = 43) were involved in a peer-feedback training in which they evaluated geometric construction tasks and were (a) trained to provide peer feedback on different levels (i.e. task, process and self-regulation) and (b) scaffolded with worked examples, feedback provision prompts and evaluation rubrics during the training. A quasi-experimental mixed design was implemented with domain knowledge as the between-subject factor and measurement occasion as the within-subject factor. Students’ peer-feedback provision skills and their beliefs about peer-feedback provision were measured before and after the training. Students with high and medium domain knowledge provided more peer feedback at the self-regulation level, whereas those low in domain knowledge provided more peer feedback at the task-level after the training. Students’ beliefs about peer-feedback provision became less positive after the training, regardless of the level of their domain knowledge. 相似文献
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Construct validity of peer assessment (PA) is important for PA application, yet difficult to achieve. The present study investigated the impact of an assessment rubric and friendship between the assessor and assessee on construct validity of PA. Two-hundred nine bachelor students participated: half of them assessed a peer's concept map with a rubric whereas the other half did not use a rubric. The results revealed a substantial reliability and construct validity for PA. All students over-score their peers’ performance, but students using a rubric were more valid. Moreover, when using a rubric a high level of friendship between assessor and assessee resulted in more over-scoring. Use of a rubric resulted in higher quality concept maps for peer and expert ratings. 相似文献
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