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1.
Parviz Birjandi 《Assessment & Evaluation in Higher Education》2012,37(5):513-533
In the last decade, with the increased attention to learner-centred curricula, the topic of self-assessment and peer assessment has become of particular interest in testing and evaluation. The present study explores the role of self-assessment, and peer assessment in promoting writing performance of language learners. To do this, 157 intermediate TEFL (Teaching English as Foreign Language) students were assigned to five different treatments in five groups: four experimental groups and one control group. The first experimental group did journal writing as a self-assessment technique, the second group self-assessed their own writings, the third group employed peer assessment, and the fourth group had both self- and peer assessment. Moreover, there was teacher assessment in all experimental groups, except the fourth group, i.e., the self- and peer assessment group. In the control group, there was only teacher assessment. Also, at the beginning and end of the semester, all participants took a writing test. The design of the study was quasi-experimental, non-randomised control group, pre-test–post-test design. The results revealed that in the second and third groups, in which the students employed self-assessment and peer assessment, together with teacher assessment, we observed the maximum improvement in writing. 相似文献
2.
Daniel Reinholz 《Assessment & Evaluation in Higher Education》2016,41(2):301-315
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
3.
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
4.
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements. 相似文献
5.
ABSTRACT Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices. 相似文献
6.
徐琰 《宁波大学学报(教育科学版)》2011,33(4):94-98
研究以两个教学班为实验比照对象,在口语教学中采用＂协作式互评互学＂的互动型实训教学模式,并对实验过程作全面跟踪和记录,旨在探究一种体现以人为本的英语口语发展性多元化综合考评方式,并对该考评方式的绩效性进行分析研究。研究结果显示,这种发展性多元化综合考评,几乎不受人数限制,也不受学习者个性差异的影响,能有效地激发学生的创造性、能动性和协作性,从而提高其语言交际能力,对高校英语口语教学有很强的借鉴作用,特别是大班口语教学。 相似文献
7.
This article presents the results of a formative assessment intervention in writing assignments in sixth grade. We examined whether the formative assessments (i.e. peer and self-assessment) would improve self-regulation, motivation and self-efficacy among sixth graders, and whether differential effects exist between formative assessment forms. The study lasted for 27 weeks. Participants (N = 695) were exposed to one of three conditions: peer assessment intervention, self-assessment intervention, or a control condition. The interventions were delivered in a whole-classroom format. The results of a multilevel analysis showed that the use of formative assessment to develop self-regulation among students was effective for both intervention groups. Also, motivation was affected in both intervention groups. Finally, no significant differences were found between the peer assessment intervention and the self-assessment intervention concerning self-regulation, motivation, or self-efficacy. The implications of these results are discussed. 相似文献
8.
教师自我评价是教育评价的一个重要组成部分,教师如何有效地实施自我评价还缺乏必要的策略指导。在反思性教学中,教师从本人视角、学生视角及同事观察的策略能有效地进行反思性自我评价;自我评价过程中还需注意科学性与人文性相结合。教师在自我反思,自我评价过程中实现自我专业的发展。 相似文献
9.
在线学习评价是检测学习质量的重要方式,在评价中加入自评和互评会使评价结果更具合理性。研究针对在线学习评价中自评、师评和同伴评价中的问题,基于Moodle平台,应用多层面Rasch模型探究学生自评、师评和同伴评价的一致性。研究结果表明,师评最为严厉,然后依次是同伴评价和自评;评价量规的制定需要有科学有效的方法,需要让学生参与其中;在线环境中评价应增加即时反馈,从而使评价促进学习。多层面Rasch模型使在线学习评价更具合理性,对评价标准和一致性的检验有重要意义。 相似文献
10.
学生思辨能力的培养与形成性评估具有高度内在关联性。在基础英语课程的教学过程中,确定评估的目标和标准,围绕输出技能收集学习证据,帮助学生进行自我评估和同伴评估,有利于促进学生思辨能力的发展。 相似文献
11.
One of the productive lines of research on self-assessment (SA) and peer assessment (PA) concerns their concurrent validity with respect to a criterion measure. However, similar research has rarely been conducted for spoken-language interpreting. This article therefore reports on a longitudinal study that investigated the validity of self and peer ratings on three performance dimensions of English-Chinese consecutive interpretation (i.e., information completeness, fluency of delivery, and target language quality), taking teachers’ ratings as a yardstick. Major findings include: although the students as a group were unable to replicate teachers’ ratings, they were able to rank-order their performances in a fairly accurate manner and improved their SA and PA accuracy over time. Interpreting directionality seems to moderate the correlational strength of self/teacher ratings and peer/teacher ratings. These results are discussed in relation to previous literature, and pedagogical suggestions are provided to improve SA and PA for bi-directional interpretation. 相似文献
12.
在成人词汇学习中引入自我评估和同辈评估,并经过系统的训练,学生不仅词汇量得到了极大地提升,而且自我评估能力及信心也大大增强了。 相似文献
13.
Hannah Dickson Joel Harvey Nigel Blackwood 《Assessment & Evaluation in Higher Education》2019,44(5):692-704
Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students. 相似文献
14.
Robert McCormick 《Curriculum Journal》2013,24(2):115-137
The role of pupil assessment in ICT is often seen by teachers as problematic. This article will explore the relationship of the two and will argue that research in assessment has not kept up with the opportunities offered by ICT. Conversely, some of the new developments in ‘assessment for learning’ have not yet found their way into ICT. The article will explore the various roles and relationships that ICT has in assessment, for example, the assessment of ICT skills, the assessment of curriculum learning when work is done with the aid of ICT, assessment within computer-assisted learning, and ICT as a tool in supporting the assessment process in general. It will also look at ways forward, including ‘assessment for learning’ (with its concern for questioning, feedback, sharing assessment criteria and self-assessment/peer assessment), and new outcomes that could be incorporated into ICT. 相似文献
15.
方燕 《湖南科技学院学报》2009,30(5)
近年来一些评估新法在外语写作教学领域得到采用,但是教师操作新法的能力有限,实施过程缺乏连续性.文章基于Huot的"启发式评估"新型评价理论和过程写作理论,运用文献法和问卷调查法,在英语专业写作教学中引入自我评价、同级评价和教师评价三级评价体系,将评价手段作为推进学生每稿写作有效提高的工具,着重论述该体系在实施过程的课堂管理、培训内容等问题以及三级评价体系的实施后效,旨在建立一个促进写作能力发展的评价机制. 相似文献
16.
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
17.
学习性评价:涵义、方法及原理 总被引：6，自引：0，他引：6
学习性评价是以"促进学生发展、教师提高和改进教学实践"为目的的内部非正式评价,也是有效教学的一个有机组成部分.学习性评价的主要方法可以概括为:(1)改进课堂提问方式,增加回答"等待时间";(2)提高作业反馈质量,促进学生深入反思;(3)加强同伴与自我评价,形成自主与责任意识;(4)两种评价结合并用,优化评价教育功能.在科学课堂上实施学习性评价,首先改变了科学教师的教学方式,其次促进了学生学习方式的转变,提高课堂互动的效果和教学质量,从而有效地促进师生的共同发展. 相似文献
18.
Sandi Tait-McCutcheon Bernadette Knewstubb 《Assessment & Evaluation in Higher Education》2018,43(5):772-785
The ability to reflect and self-assess are essential attributes for graduates to develop during their education. At many tertiary institutions, peer and lecturer-assessment contribute to summative assessment, but self-assessment, whilst recommended for development, does not. In order to make a case for the inclusion of self-assessment as a summative assessment task its reliability needs to be analysed, tested and established. This paper reports a study comparing the alignment of self, peer and lecturer-assessment of 34 pre-service teacher-education students and their lecturer. Students annotated a teaching artefact evidencing their attainment of an Aotearoa New Zealand Graduating Teacher Standard. Peer groups of students and their lecturer also assessed the annotated artefacts using the same collaboratively constructed assessment rubric and feedback sheet. While 59% of self, peer and lecturer-assessments fully aligned, in the remaining 41% many of the participants awarded lower grades to their achievement, indicating less confidence concerning their attainment than their peers and lecturer did. Emerging themes from the annotations of those students whose self-ratings were lower than those of their peers and/or the lecturer indicate a need for further research focussed on the potential influence of self-efficacy and cultural responsiveness on the reliability of self-assessment. 相似文献
19.
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
20.
《The Internet and Higher Education》2010,13(4):242-247
This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity. 相似文献