共查询到20条相似文献，搜索用时 15 毫秒
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Previously we showed that weekly, written, timed, and peer-graded practice exams help increase student performance on written exams and decrease failure rates in an introductory biology course. Here we analyze the accuracy of peer grading, based on a comparison of student scores to those assigned by a professional grader. When students graded practice exams by themselves, they were significantly easier graders than a professional; overall, students awarded ≈25% more points than the professional did. This difference represented ≈1.33 points on a 10-point exercise, or 0.27 points on each of the five 2-point questions posed. When students graded practice exams as a group of four, the same student-expert difference occurred. The student-professional gap was wider for questions that demanded higher-order versus lower-order cognitive skills. Thus, students not only have a harder time answering questions on the upper levels of Bloom's taxonomy, they have a harder time grading them. Our results suggest that peer grading may be accurate enough for low-risk assessments in introductory biology. Peer grading can help relieve the burden on instructional staff posed by grading written answers-making it possible to add practice opportunities that increase student performance on actual exams. 相似文献
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Lars O. White Boris Bornemann Michael J. Crowley Fabio Sticca Pascal Vrtička Stephanie Stadelmann Yvonne Otto Annette M. Klein Kai von Klitzing 《Child development》2021,92(4):1274-1290
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships. 相似文献
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陈兵 《安徽教育学院学报》2001,19(4):74-75
近的来，在西方较为流行的写作技巧Peer Evaluation在中国英文写作教学中广泛应用，这有效地增加学生对英文写作的兴趣，提高他们的写作水平。但由于中国传统的教师权威以及学生习惯性的服从等因素的影响，在应用这种技巧时应根据实际情况进行变通，以取得更好的效果。 相似文献
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Sheila Smith‐Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):10-18
How does one develop a writing‐tutoring course which will prepare students to tutor their college peers? What do students preparing as peer tutors in a college writing and learning centre need to know in order to tutor competently other students of multicultural, multiracial and multilinguistic backgrounds? 相似文献
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This article examines a 7th grade teacher’s pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define “meaningful feedback,” thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013). 相似文献
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Peer teaching and learning(PTL)是一种在学习者之间建立起相互帮助,互相促进的学习关系以提高语言教学的效果和效率的教学方法.该文从PTL的理论研究出发,重点探讨这种教学方法在大学外语教学中的作用. 相似文献
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Martin H. Jones Joyce M. Alexander David B. Estell 《Journal of Experimental Education》2013,81(3):378-394
The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members’ regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members’ regulative abilities predict affiliates’ academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members’ effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members’ regulative abilities do not predict each others’ academic performance. 相似文献
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Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. 相似文献
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Simonsmeier Bianca A. Peiffer Henrike Flaig Maja Schneider Michael 《Research in higher education》2020,61(6):706-724
Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on... 相似文献
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Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2011,36(5):493-507
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
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Cindy Meyers Gnadinger 《Teachers and Teaching》2013,19(2):129-142
Peer collaboration has been supported in research as an effective instructional strategy. However, education researchers lack a full understanding of the types of scaffolding that take place in peer groups. Little research is available that documents what happens during the small group interactions. This case study took place in one teacher’s multi‐age primary classroom in the southeastern region of the USA. It examined how elementary students provided scaffolding to one another during collaborative classroom activities. Specifically, this investigation explored the ways in which elementary students provide assistance to one another during academic tasks and examined the status of the children, in terms of more or less capabilities, during the collaborative events. Vygotsky asserts that for learning to occur, assistance must be provided by a more capable person. The research findings suggest that peers provide scaffolding for one another in various ways. In this investigation, these primary students utilized questioning, providing feedback, and instructing as the primary methods of scaffolding during the learning experiences. This study also supports assertions that when students are allowed to pose questions and provide feedback to one another during peer collaboration, they help to establish instruction in their zone of proximal development. 相似文献
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This paper examines quality assurance in School Based Teacher Education Partnerships (STEPs) draws on the perspectives of different participants and reveals some issues which require attention in order to achieve quality. Based on this evidence, suggestions are made as to how those involved can work towards enhancing and maintaining quality. 相似文献
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Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child–staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to test the existence of curvilinear associations between child–staff ratios and observed peer skills at the ages of 3 and 4.5 years in order to derive optimal ratios featuring higher levels of peer skills. The findings indicated curvilinear associations between child–staff ratio during the first 3 and 4.5 years and the frequency of positive and negative peer interactions—especially positive peer interactions. Furthermore, these curvilinear associations characterized positive play with a friend at 4.5 years. Optimal child–staff ratios featuring higher levels of peer skills were somewhat lower for positive play with a friend than for the frequency of positive peer interactions. Practice or Policy: Curvilinear associations that point to an optimal value of child–staff ratio may be used to validate child care standards. Optimal child–staff ratios found in the current study coincided with recommended early care standards. 相似文献
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Kathryn E. Perez Eric A. Strauss Nicholas Downey Anne Galbraith Robert Jeanne Scott Cooper 《CBE life sciences education》2010,9(2):133-140
The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student''s second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. 相似文献
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Rosie Le Cornu 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):355-366
This article discusses a peer mentoring teacher education initiative that aims at developing pre‐service teachers’ capacities to participate successfully in learning communities, both during their initial teacher education and throughout their teaching careers. Peer mentoring utilizes the latest conceptualization of mentoring, that of co‐mentoring by Bona et al. or that proposed by Hargreaves and Fullan, where all teachers give and receive support. Such a conceptualization challenges the traditional assumption that the mentor knows best and is consistent with the latest approaches to teacher professional development, where teachers are encouraged to participate in learning communities. A peer mentoring teacher education initiative is described and three essential elements are highlighted. 相似文献
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Terhi Skaniakos Leena Penttinen Marjatta Lairio 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):74-86
Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors’ roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance––content, methods, and collaboration––are approached on the basis of the holistic career guidance model. The data were gathered via an online questionnaire (n?=?784) from 20 Finnish HE institutions. The results show that peer mentoring is a positive experience. The main emphasis is on the personal, psychosocial aspects of the student’s life. We identified four mentor types based on used activities. The experience of mentoring can vary according to the mentor type. 相似文献