首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 640 毫秒
1.
Given the wide use of peer assessment, especially in higher education, the relative accuracy of peer ratings compared to teacher ratings is a major concern for both educators and researchers. This concern has grown with the increase of peer assessment in digital platforms. In this meta-analysis, using a variance-known hierarchical linear modelling approach, we synthesise findings from studies on peer assessment since 1999 when computer-assisted peer assessment started to proliferate. The estimated average Pearson correlation between peer and teacher ratings is found to be .63, which is moderately strong. This correlation is significantly higher when: (a) the peer assessment is paper-based rather than computer-assisted; (b) the subject area is not medical/clinical; (c) the course is graduate level rather than undergraduate or K-12; (d) individual work instead of group work is assessed; (e) the assessors and assessees are matched at random; (f) the peer assessment is voluntary instead of compulsory; (g) the peer assessment is non-anonymous; (h) peer raters provide both scores and qualitative comments instead of only scores; and (i) peer raters are involved in developing the rating criteria. The findings are expected to inform practitioners regarding peer assessment practices that are more likely to exhibit better agreement with teacher assessment.  相似文献   

2.
This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole. This makes peer assessment an interpersonal and interactional process. Using this social perspective in order to study learning effects, we focus on the impact of the structural arrangement of peer assessment on learning, and the influence of interpersonal variables.The literature search, focusing on empirical studies measuring learning outcomes in a peer assessment setting, resulted in 15 studies conducted since 1990 dealing with effects (performance or perceived learning gains) of peer assessment. Our analysis reveals that, although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies. Moreover, they are not used to explain learning gains resulting from peer assessment. Finally, comparing the studies with respect to structural features reveals that, although the differences between the studies are significant, there seems to be no relation with the occurrence of learning benefits. The results of this review seem to indicate that research on peer assessment from a social perspective is still in its infancy and deserves more attention.  相似文献   

3.
后疫情时代,提质增效是在线开放课程内涵式发展的重要抓手。重申促进学习的评价,强调学习者的深度参与,探究学习者参与同伴互评的特点及现存问题具有重要的现实意义。文章基于国内一门在线开放课程,采用学习分析技术从结构化与非结构化数据入手,分析在线开放课程同伴互评过程中学习者的投入度,并进一步探究同伴互评投入度与学习绩效的关系。研究结果表明,在线开放课程中学习者同伴互评的行为投入及认知投入不高,但是参与同伴互评能够识别更有动力通过课程的学习者,且其认知投入度能够预测其学习绩效。基于FBM(学习行为模型)模型提出促进同伴互评投入度的两阶段干预策略,从而提高学习者参与同伴互评的投入度,并为教师及平台提供更具针对性的策略建议。  相似文献   

4.
Abstract

In recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool.  相似文献   

5.
Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

6.
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.  相似文献   

7.
This paper reviews the literature about peer and self‐assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first‐year students are involved in many of the studies that report on the use of peer and self‐assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self‐assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self‐assessment, and specific features of first‐year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self‐assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self‐assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self‐assessment in the first year of university study.  相似文献   

8.
本文着重介绍了国外对同伴评价的研究,在英语作为外语教学环境下的同伴评价的作用,同伴评价与老师评价的关系,以及学习者对同伴评价的情感及接受程度等。  相似文献   

9.
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   

10.
Abstract

Technology-facilitated peer assessment is gaining increasing attention. However, evidence for the contribution of technology-facilitated peer assessment to learning achievements has not been investigated. The present meta-analysis integrated findings on the effects of technology-facilitated peer assessment based on two main elements: (1) technology-facilitated peer assessment, (2) the use of extra supporting strategies in technology-facilitated peer assessment. A total of 37 empirical studies published from 1999 to 2018 were selected and analysed. Results indicated that technology-facilitated peer assessment had a significant and medium effect on learning achievements with an overall mean effect size of 0.576. The use of extra supporting strategies in technology-facilitated peer assessment also produced a positive and medium effect on students’ learning achievements with an overall mean effect size of 0.543. Different moderator variables, such as task types, assessment modes, training for assessors, durations, grouping types and assessment methods were related to different effect sizes. The results together with the implications for both practice and research are discussed.  相似文献   

11.
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities.  相似文献   

12.
This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students’ reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies.  相似文献   

13.
Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.  相似文献   

14.
With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for specific goals and address different aspects of learning. But although new criteria have been formulated, little is known about how they are deployed and operate in actual peer assessment practices. This study intends to explicate the quality criteria relevant to the context of peer assessment. We conducted a survey in vocational education on peer assessment quality criteria applied in classrooms. Fifty-six teachers using peer assessment rated several quality criteria as relevant to their teaching practice. The findings suggest that peer assessment practices entail many of the quality criteria recognized in measurement and evaluation, although in an embedded way: the generic quality criteria are tuned or adapted to the peer assessment setting. The findings also show that peer assessment is very much in the hands of the teacher, who organizes and orchestrates the appraisal process in which students receive clear guidelines to appraise one another's work. Our results indicate that quality criteria hardly differ from the function peer assessment serves in classrooms, either within a summative or formative evaluation context. By gaining insight on the specific criteria of peer assessment and their precise purposes, we believe it becomes possible to help teachers improve its measurement quality.  相似文献   

15.
This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies.  相似文献   

16.
The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning.  相似文献   

17.
同伴互评作为一种形成性评价策略,已经成为现阶段网络学习评价领域研究的热点。本研究将同伴互评策略应用于高校混合式教学之中,设计同伴互评学习活动。研究整体采用行动研究法设计、修改同伴互评活动,并分析学习者对活动的改进意见。研究一方面分析互评活动对在线学习效果的影响以及活动对于两类学习风格学习者影响的差异;另一方面深入分析学习者对于活动的态度及改进意见。主要研究结论认为：（1）研究设计的同伴互评活动能够促进学习者深入理解学习内容,并提升最终成果的质量。（2）相对综合型学习风格的学习者而言,同伴互评更加有助于提升序列型学习者对知识运用的水平。最后,研究总结了同伴互评活动设计的改进方案及后续设计要点。  相似文献   

18.
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   

19.
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   

20.
The purpose of this paper is to provide a proof of concept of a collaborative peer-, self- and lecturer assessment processes. The research presented here is part of an ongoing study on self- and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer- or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self- and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号