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1.
The introduction of a new problem-based Graduate Medical Course with over 230 students and more than 200 staff required a systematic process for induction into the PBL philosophy and tutorial process. The 4SAT (4 Step Assessment Task) was designed for use as an instrument for formative and summative assessment of reasoning ability, elements of the PBL tutorial (group) process and individual learning outcomes. The instrument was developed through evaluative cycles based upon staff and student feedback, reflection and peer review. The 4SAT has face validity with the learning process and emphasises reasoning and integration of knowledge. An unexpected out come of its development was its use as a powerful tool to induct staff and students into the PBL group processes, scaffold development of hypothetico-deductive reasoning and provide guidance on the depth and breadth of learning expected in the course. 相似文献
2.
Deanne Boydell 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):45-52
The work that this paper reports concerns a small scale investigation and evaluation of the technique of peer group review in the assessment of design and technology project work. A cohort of fifty first year undergraduate students of Industrial Design and Technology was involved in the assessment of four practical design coursework projects which they had submitted. Two particular aspects of peer group review are considered: the validity of student assessment in relation to parallel judgements made by academic staff; the perceptions which undergraduate students hold regarding the benefits and difficulties of this system of assessment. The paper seeks to identify the potential contribution that the technique of peer group review could make towards more effective and efficient assessment of design and technology project work from student and staff perspectives. 相似文献
3.
Markus Mostert 《Assessment & Evaluation in Higher Education》2013,38(6):674-686
In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems. 相似文献
4.
In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing opportunities for students to undertake field trips without the traditional support mechanism is one of the more challenging issues for subject designers. How can large cohorts of students gain practical exposure to various aspects of the natural or built environment? Although this is typically done using traditional site visits and fieldwork with a high staff/student ratio, the goal has been to use action research to design and develop resources to enable small groups (three or four) to make self-guided visits to sites close to campus. Multimedia resources to examine and interpret aspects of the site that relate to their on-campus learning guide the students. One critical issue in the success of these activities has been proper risk assessment and control procedures. The outcome of this research is a framework to provide a safe, active learning experience by way of self-guided field trips that is suitable for implementation with large classes. 相似文献
5.
Atara Sivan 《Assessment in Education: Principles, Policy & Practice》2000,7(2):193-213
This paper examines the process of implementing peer assessment in higher education. In order to discover the aspects by which the method could be utilised to its full potential, it has been tried out among diverse types of students using an action research approach. The paper depicts the way the method was introduced and portrays students' reactions. It demonstrates the contribution of previous exposure to peer assessment, of a good preparation process and of student involvement in criteria setting to building up student confidence in using the method. It further shows how student involvement in establishing the assessment criteria contributes to their learning process. Based on the results of the action research, the paper recommends introducing peer assessment into the curriculum gradually and in a consistent way while involving students in the process of criteria setting and making the method relevant to student learning and future careers. 相似文献
6.
Liz McDowell Delia Wakelin Sara King 《Assessment & Evaluation in Higher Education》2011,36(7):749-765
Assessment for learning is a widely used term and the concept forms the basis of many teaching innovations in higher education. However, the definitions and scope of assessment for learning vary considerably. We describe a conceptualisation of assessment for learning that encompasses current thinking in a holistic way and which has been trialled and extensively refined in practice. A student questionnaire is presented which has enabled us to explore the student experience. Results indicate that the overall student experience is more positive in modules where assessment for learning approaches are used and students are more likely to take a deep approach to learning. It also demonstrates that the student experience is centred on staff support and module design, feedback, active engagement and peer learning. The full questionnaire is made available and its wider use in evaluation, enhancement and research is encouraged. 相似文献
7.
《Journal of Further & Higher Education》2012,36(4):572-588
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students’ current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer–peer communication around group work and assessment – a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually defined purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts. 相似文献
8.
The Flipped Classroom (FC) method is used widely in higher education, with studies claiming various benefits. However, to date, little work has focused on what makes FCs effective for student learning. This study presents data collected from interviews with 14 UK-based undergraduate students, investigating their perceptions of participating in a series of FC sessions. Findings indicate that the FC format discouraged a significant number of students from attending. However, students who did attend the flipped classes reported valuing the resultant learning opportunities and enjoying the experience. This study sheds light on the learning process within the FC. Challenges in implementing the FC were highlighted both by students who attended and by those who did not. We conclude that implementing the FC should not be undertaken lightly or be seen as a quick fix; at minimum, it requires staff willingness and opportunities for engagement and peer learning. 相似文献
9.
Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of 11 first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journals, follow-up interviews, observations of in-class formative peer assessment activities and teacher interviews, we ascertained that peers could aid the self-assessment process by enriching student understanding of quality, refining subjective judgement and deepening self-reflection. Yet, peer influence could be reduced by distrust, tensions in feedback communication, competition and lack of readiness for peer learning. Implications for effective use of peers in supporting self-assessment development are discussed. 相似文献
10.
11.
自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献
12.
J.A. Rossiter 《European Journal of Engineering Education》2013,38(6):582-594
It is known that assessment drives learning and hence a good assessment design is key to effective student development. This paper gives some case studies in effective assessment strategies within engineering. The main contribution is to demonstrate how one can simultaneously meet a number of requirements with individual assessments and therefore be efficient in both the student and staff assessment load. The paper also proposes that assessments should be challenging and the benefits of expecting students to rise to this challenge and also how one can meet many independent learning objectives in a single assignment in order to manage the overall assessment load for staff and students. 相似文献
13.
In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. 相似文献
14.
This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students’ employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students’ perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff–student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve. 相似文献
15.
Popular belief in alternative assessment procedures suggests that the use of student portfolios can help learners successfully organize and integrate newly acquired scientific knowledge. This two-group comparison study documents the use of student created portfolios in an algebra-based, college-level, introductory physics course. Sixteen students were assessed primarily using a portfolio-style assessment procedure. Nineteen students were assessed primarily using traditional, objective examinations. Both groups were given the same cumulative, multiple-choice final examination. All students completed a pre- and post-self-report survey of achievement in physics. There were no significant differences in learner achievement between the two groups on the final examination or on the self-report of achievement given before and after instruction. Analysis of two focus group discussions did, however, suggest that students assessed by portfolios feel less anxious about learning physics, devote considerable time to reading and studying outside of class, internalize and personalize the content material, and enjoy the learning experience. The results of this study suggest that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 255–271, 1997. 相似文献
16.
Lynette MacKenzie 《Assessment & Evaluation in Higher Education》2000,25(2):135-147
This study was undertaken in order to evaluate the use of students as peer assessors, in collaboration with academic tutors, in the assessment of second-year viva examinations as part of a problem based learning occupational therapy curriculum. Data were collected from three consecutive cohorts of second-year students (N = 93), and an assessment was made of the reliability of the academic tutor marking, and the reliability of peer marking against the tutor marks. Results demonstrated that overall ratings of the viva examination performances given by the panel of assessors (two peer assessors and one academic tutor), were significantly correlated. On some occasions, such as the assessment of a borderline student, the ratings given were not as closely correlated. Some modifications of the examination process are suggested in order to optimise the reliability of the outcomes, but the study results lend support for the practice of peer assessment. 相似文献
17.
This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school
education to develop science activities for future instruction. Each student was asked to submit a science activity project
for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module
on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully
investigated. This study found that student peers displayed valid scoring that was consistent with an expert’s marks. Through
the online peer assessment, the students could enhance the design of science activities for future instruction; for instance,
the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school
children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly
more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying
that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These
students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized
as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that
an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment
learning activities in science education. 相似文献
18.
Although studies have examined the validity of peer assessment, research including students’ own experiences of peer assessment is scarce. The present study aims to improve assessment practices in a context with a highly traditional assessment culture. The aim is first to examine the validity of peer assessment by analysing the compatibility of student and teacher evaluation and explore the differences between minor and major students’ evaluations. Second, the study examines students’ experiences of peer assessment. Peer assessment was implemented in a large bioscience course with 79 student participants. After the peer assessment, the students provided feedback. The results indicate that student subject understanding can be supported through a proper assessment practice. Peer assessment was successful in an introductory class with minor and major students, and most students experienced it as supportive of their learning. 相似文献
19.
《师资教育杂志》2012,38(3):225-241
This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers. 相似文献
20.
Raoul Mulder Chi Baik Ryan Naylor Jon Pearce 《Assessment & Evaluation in Higher Education》2014,39(6):657-677
Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes. 相似文献