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1.
The study investigated the usefulness of blogs in evaluating English-as-a-Foreign-Language learners' oral performance and explored their reactions toward using blogs as a learning and assessment tool for English-speaking performance. Fifty-one college students participated in a semester-long blog project, and each uploaded five audio entries to their individual blogs. The results indicated that the scores on the speaking blogs served as a significant predictor of students' oral presentation performance. Moreover, more than half of the participants considered their blogging experience positive. Close to half believed that the speaking blog constituted a good tool to showcase their learning process and help them reflect on their learning progress in the blog-based environment. However, only a few welcomed the idea of employing blogs as an assessment tool, while most still preferred the more conventional assessment methods, such as on-site speeches and presentations. These results carry pedagogical implications for foreign language instruction and assessment. 相似文献
2.
Winnie Wing-mui So 《Asia-Pacific Journal of Teacher Education》2012,40(2):143-158
This study investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Data were drawn from the student teachers' written comments and feedback recorded in the VBLC and the post-course interviews. Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection. The study thus makes suggestions for further improvement of the operation of the VBLC. 相似文献
3.
Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom. 相似文献
4.
Thomas O’Neill Nicole Larson Julia Smith Magda Donia Connie Deng William Rosehart 《Assessment & Evaluation in Higher Education》2019,44(6):848-862
In the current research, we report on a peer feedback system for supporting student teamwork skill development during post-secondary education. The peer feedback system is part of a larger suite of assessments at ITPmetrics.com. This is a free assessment-based system that allows team members to provide round-robin ratings of each member’s effectiveness in the team on five dimensions (communication; commitment; foundation of knowledge, skills and abilities; emphasising high standards; and focus), as well as provide anonymous written feedback to supplement the numeric scores. Team members have access to a dashboard where they can complete the assessment and store assessment reports generated from their peers’ ratings. We summarise data from student learning teams suggesting that peer ratings are reliable (internally consistent, unidimensional and inter-rater correlated; n?>?85,000). Recommendations for implementation are provided with respect to pre-briefing, debriefing, and assessment schedules. 相似文献
5.
This article draws on the findings of a longitudinal case study, which investigated the writing experiences of five students who spoke English as an additional language (EAL). The major interest was in examining what it was like to be an EAL writer and what changes occurred in EAL students' perceptions of academic writing and of themselves as academic writers during their one-year Taught Masters course at a major UK University. This article reflects on the perceptions of peer feedback held by research participants and their engagement with providing and receiving peer comments. Although peer feedback is often viewed as an attractive tool for supporting student writing, most participants did not fully capitalise on the benefits of these practices. Such factors as students' lack of prior peer feedback and their perceptions of peers' ability to provide valid feedback constituted potential barriers to the success of peer feedback. The article suggests that the use of well-structured collaborative activities and tutors' intervention are required for peer feedback to be effective. 相似文献
6.
Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy. 相似文献
7.
Melissa M. Patchan Brandi Hawk Christopher A. Stevens Christian D. Schunn 《Instructional Science》2013,41(2):381-405
The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers. 相似文献
8.
Gwo-Jen Hwang Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357
With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment. 相似文献
9.
Student involvement in learning: Collaboration in science for PreService elementary teachers 总被引：1，自引：0，他引：1
Conclusion The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding
the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing
very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide
insightful experience for students when conducted in a group setting that demanded interactive participation from all its
members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here,
students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated
their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations;
students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted
by the group members motivated to work toward understanding rather than simply generating answers for task completion.
The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary
education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative
learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects
of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased
anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually
among their own students. 相似文献
10.
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
11.
This article examines a grade one teacher's support for her students’ writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the students to participate in formal peer-feedback sessions, in turn giving feedback to the students on the suggestions to one another during these sessions. Students gave more content-oriented than conventions-oriented feedback to each other. They revised the content and writing conventions of their writing in response to 90% of the feedback they received from their peers and teacher. 相似文献
12.
13.
Sarah Gielen Lies Tops Filip Dochy Patrick Onghena Stijn Smeets 《British Educational Research Journal》2010,36(1):143-162
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process. 相似文献
14.
Huann-shyang Lin Zuway-R Hong Kuay-keng Yang Sung-Tao Lee 《International Journal of Science Education》2013,35(18):3095-3116
This study investigates the impact of collaborative reflections on teachers’ inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues’ teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers’ on-site visit comments worked as a catalytic agent for their professional development. 相似文献
15.
The effect of peer feedback for blogging on college students' reflective learning processes 总被引：1，自引：0，他引：1
Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future. 相似文献
16.
Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student’s perception and their peer interaction in the constructivist–collaborative learning environment (CCLE) with multimedia contents and Web 2.0 tools, to address the research question: What is the impact of CCLE on student learning process? By using factor analysis on the questionnaire results, and applying content analysis on students’ comments in Web 2.0 tools and feedback given by 182 students at INTI International University, several components of constructivist–collaborative learning were identified. The discussion in this study focuses on “team” and its sub-components include group dynamics, students’ prior knowledge with team and group processing. The discussion provides more understanding on the impact on student learning process for enhancing the learning experiences in Malaysian university class environment. 相似文献
17.
From copying to learning: using exemplars to engage students with assessment criteria and feedback 总被引：3，自引：2，他引：1
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students exemplar assignments annotated with feedback before submission of their final assignments. This was done by providing an online facility where students could view exemplars and post comments or questions to tutors and peers on a discussion board. The exemplar facility was highly valued by students, although there were no quantitative effects such as an increase in students’ assignment marks when compared with the previous cohort. The article reflects on possible reasons for this result and discusses ways to improve the exemplar facility, for example by facilitating dialogue between tutors and students. The article concludes with lessons learned about how to construct exemplars, and considers how exemplars might also be used within marking teams to improve consistency of marking. 相似文献
18.
Kathleen M. Carson 《Assessment & Evaluation in Higher Education》2010,35(4):381-402
Interdisciplinarity is rapidly becoming a norm within both the professional and academic worlds, and the ability to collaborate is becoming an essential skill for all graduates. Chemistry Is in the News (CIITN) is a curriculum that aims to teach students this skill by engaging student collaborative groups in a project that ties real world events and topics to the content taught in the classroom. While the collaborative activity has been successful in many ways, the challenge of maintaining individual accountability within the collaborative activity has persisted. The need to balance the tension between promoting collaboration and maintaining individual performance standards drove the development of an intra‐group peer review system. In developing this peer review system, four goals guide the design: the desire to promote collaboration, to produce a differentiated score among group members reflecting the contribution each person made, to improve student perception of fairness and accuracy in the assessment process of CIITN and to avoid artificially inflating students’ grades. The system was assessed in the winter semester of 2004 in a large lecture course at a major Midwestern university via student questionnaires and the CIITN scores. Evidence is provided to suggest that the intra‐group peer review system has met its core goals. 相似文献
19.
To encourage increased student attendance and engagement in a third-year economics unit, the curriculum was redesigned to incorporate continuous assessment throughout the semester. A component of group project marks were allocated to peer assessment, in an attempt to address concerns about free-riding colleagues sharing a common mark. This study investigated the consistency of marks awarded to peers within teams, and the acceptance by students of marks awarded by peers. Students were asked to provide ratings and explanatory comments for each of their group peers. Focus groups were conducted to determine students’ acceptance of this strategy. Eighty student ratings were compared to determine consistency of assessment. Within groups, students who received higher marks from their peers generally awarded marks to their peers across a wider range, whereas students who received lower average grades often awarded the same mark to all team members. These results might indicate that students who were attending class regularly and/or contributing at a higher level were more discriminating in the marks awarded to their peers. Similarly, non-contributors (as identified by their peers) assigned the same or similar grades to each of their peers, possibly due to a lack of knowledge about their peers’ contributions. 相似文献
20.
Mengping Tsuei 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):214-232
This study explores the effects of Electronic Peer‐Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self‐concept in elementary students. The EPK methodology uses a well‐developed, synchronous computer‐supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning face‐to‐face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off‐task. The online activity type significantly influenced the online peer interactions. Students in the online peer‐assisted learning group outperformed the face‐to‐face group on reading skills. Students learning online showed significant growth in self‐concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self‐concepts. 相似文献