共查询到20条相似文献，搜索用时 31 毫秒
1.
Teresa Guasch Anna Espasa Montserrat Martinez-Melo 《Assessment & Evaluation in Higher Education》2019,44(1):111-123
Research on feedback has focused more on generating feedback rather than on how students use it and implement it; that is, what type of cognitive, metacognitive or affective activity students engage in once they have received feedback. In order to visualize feedback use and implementation, a quasi-experimental study was carried out. Students were randomly assigned to four conditions, in respect of the type of feedback (corrective, epistemic-questioning, suggestive and epistemic?+?suggestive). This research provides evidence of how students use and implement feedback in online collaborative writing. Findings show that when students received epistemic?+?suggestive feedback, they engaged in more cognitive and metacognitive activities. With regard to implementation, students who received epistemic?+?suggestive feedback obtained better final marks. This study highlights the importance of metacognitive activities in online learning, as they play a key role in the implementation of feedback. 相似文献
2.
J. W. Gaynor 《Assessment & Evaluation in Higher Education》2020,45(5):758-775
AbstractPeer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial. 相似文献
3.
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
4.
This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text. 相似文献
5.
Ye Han 《Assessment & Evaluation in Higher Education》2020,45(5):680-696
AbstractAlthough the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy. 相似文献
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在回顾二语写作理论的基础上,针对近几十年来反馈角色的转化,探讨了教师书面反馈、合作式同级反馈以及计算机为中介的反馈,并提出一些具体可行的建议及措施以期改进目前英语反馈的现状。 相似文献
8.
Shulin Yu Yiran Zhang Yao Zheng Kaihao Yuan 《Assessment & Evaluation in Higher Education》2019,44(1):50-65
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master’s theses, this case study examines how three master’s students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students’ engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master’s students’ engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master’s students’ academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education. 相似文献
9.
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
10.
大学英语写作多级评改模式探析与思考 总被引：1，自引：0，他引：1
周文博 《黑龙江教育学院学报》2010,29(3):167-169
英语写作教学中传统单一的教师评改已不再符合教学模式多元化和评价多元化的教学改革要求,以合作学习理论和二语习得相关理论为基础,尝试性地提出"评改培训→同学自评→同学互评→心得交流→教师评改"多级评改五步法,旨在实现写作评改的科学性?发展性?实用性和公正性,在提高写作评改质量的同时,提高学生的英语写作水平。 相似文献
11.
本研究旨在探讨同伴互评在翻译教学中的应用效果。研究对象是20 名英语专业高年级的学生。研究者首先对受试进行一定的培训,随后收集同伴互评的相关数据,此后随机挑选6名 学生进行访谈。结果表明：同伴互评行之有效;同伴评论的利用率很高;修改后的译文质量有显著提高;翻译的方向对同伴互评的效果无明显影响;学习者对互评机制持积极态度。将同伴互评应用到翻译教学中来,有利于培养学习者的自主 学习与合作学习的能力,强化校改意识并提高翻译质量,以及促成我国的翻译教学向以过程为取向过渡。 相似文献
12.
王莹 《涪陵师范学院学报》2011,27(1)
网络的发展,给高校政治理论课的教学带来很大影响,如何适应日新月异的网络环境,已经成为高校政治理论课教学着重研究的重要课题。本文主要探讨了网络环境给大学生的思想状况、学习方式、政治理论课教师的角色定位、政治理论课教改的途径选择带来的影响。 相似文献
13.
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
14.
While different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context. This article explores what classroom feedback practices trainee teachers experience, and how their feedback experiences relate to their learning motivation. The paper presents the results of questionnaire surveys conducted with 276 pre-service ESL trainee teachers in a BEd English education programme. The study found that trainee teachers in this study experienced predominantly activity-based feedback and teacher evaluation feedback, while peer/self feedback and longitudinal-development feedback were relatively infrequently used in the classroom. However, peer/self feedback and longitudinal-development feedback appeared to be most powerful in predicting positive motivational processes, followed by activity-based feedback and teacher evaluation feedback. 相似文献
15.
解倩 《淮北职业技术学院学报》2014,(4):98-99
自20世纪70年代起,同伴互评就作为过程写作法的重要环节受到国内外学者广泛关注。其相关研究包括同伴互评本质、外语写作教学中的实际应用效果、与教师评价的对比等内容。其最新研究成果意义深远,为在英语写作教学中深入开展同伴互评提供了理论指导。因此,梳理相关文献就显得尤为迫切和重要。 相似文献
16.
写作教学向来是英语教学中的重点和难点,传统的作文评改模式制约了写作教学的发展。从过程教学法、协作学习理论及反馈理论出发,注重同伴反馈在大学英语写作教学中的应用,能增强学生的自我意识,对学生写作质量的提高有很大帮助。 相似文献
17.
英语写作离不开反馈,反馈的作用在英语写作教学中不可忽视。文章的好坏与写作过程中作者得到的反馈息息相关,可以说反馈贯穿于整个写作过程。教师要想提高学生的写作水平,就必须采取有效的方法,给学生提供多级的反馈,从而诱导学生积极修改文章。探讨了在作文批改中教师如何引入有效的反馈方式,建立交互式的写作教学环境以及建立有效的写作纠错机制,从而有效地提高学生的写作能力。 相似文献
18.
Deliang Man Yiqin Xu John Mitchell O’Toole 《Assessment & Evaluation in Higher Education》2018,43(4):527-536
Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research. 相似文献
19.
Chenn-Jung Huang Shun-Chih Chang Heng-Ming Chen Jhe-Hao Tseng Sheng-Yuan Chien 《Interactive Learning Environments》2016,24(7):1408-1427
Structured argumentation support environments have been built and used in scientific discourse in the literature. However, to the best our knowledge, there is no research work in the literature examining whether student’s knowledge has grown during learning activities with asynchronous argumentation. In this work, an intelligent computer-supported collaborative argumentation-based learning platform that detects whether the learners address the expected discussion issues is proposed. After each learner presents an argument, a term weighting method is adopted to derive input parameters of a one-class support vector machines classifier which determines if the learners’ arguments are related to the discussion topics. Notably, a peer review mechanism is established to improve the quality of the classifier. Besides, a feedback module is used to issue feedback messages to the learners if the learners have gone off on a tangent. The experimental results revealed that the students were benefited by the proposed learning-assistance platform. 相似文献
