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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
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Krassimir Stojanov 《Educational theory》2016,66(6):755-767
In this essay Krassimir Stojanov attempts first to reconstruct the “heart” of Jürgen Habermas's discourse ethics, namely the so‐called “principle of universalization” of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative validation of norms. Stojanov claims with regard to this account that it could only be implemented if the social actors are involved in a process of education as discursive initiation. After using R. S. Peters's educational theory to distinguish discursive initiation from a traditionalist understanding of educative initiation, he discusses some central social prerequisites for the development of discursive skills in growing individuals; to identify these prerequisites, he draws on Axel Honneth's conception of the intersubjective origins of individuals' development of rational autonomy. In the final part of the essay, Stojanov briefly explores some implications of his elaborated account of discursive initiation and its social preconditions for schooling and pedagogy. 相似文献
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Krassimir Stojanov 《Educational theory》2019,69(3):327-340
Several decades ago psychoanalyst Heinz Kohut pointed out that ideals should be seen as a core dimension of the infantile personality — a dimension that is crucial for the self's formation and the flourishing of the self. In this essay, Krassimir Stojanov begins by reconstructing Kohut's conception of children's ideals, and then, drawing on Axel Honneth's philosophical conception of intersubjective recognition, he explicates the social and pedagogical prerequisites for the formation of ideals and their transformation into values. According to Honneth's conception, the emergence and development of a coherent, autonomous self depend on various forms of intersubjective recognition, specifically empathy, cognitive respect, and social esteem. One of Stojanov's central claims here is that the educational practice of philosophizing with children is probably best equipped to provide children and adolescents with those experiences of intersubjective recognition that enable the articulation of infantile ideals and the transformation of those ideals into values. This practice is essential to development of the self because these articulations and transformations are basic preconditions for living a free and autonomous human life. Moreover, this practice is also important to the “rechilding” of philosophy — that is, the process of revitalizing philosophy through getting in touch with children's ideals. Thus, Stojanov concludes, these ideals deserve social esteem precisely because of their childish character. 相似文献
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