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 31 毫秒
1.
Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.  相似文献   

2.
  相似文献   

3.
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.  相似文献   

4.
There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.  相似文献   

5.
  相似文献   

6.
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement.  相似文献   

7.
信息技术和网络技术快速发展,新媒体和新平台不断出现,使教学内容、手段、方法、模式甚至教学思想、观念发生了变化。博客(Blog)作为信息社会发展一种新平台,成为信息化时代教育教学一种重要资源和辅助工具。博客对学生自主学习和协作学习有积极作用,在促进师生互动和学伴交流、对学生发展性评价等方面也有显著优势。科学有效利用博客,对于推动学生学习活动具有重要作用,是促进学生学业发展有效途径。  相似文献   

8.
The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log.Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed.  相似文献   

9.
同伴评估是现代教育理论指导下评估体系的重要环节,也是大学英语口语评估的重要手段。为提高大学英语口语教学质量,在大学英语口语教学中实践同伴评估。通过调查问卷和访谈,本次调查发现同伴评估在增强学生学习英语的自信心与兴趣,培养学生应用学习策略的意识和能力,增强学生的自主学习能力等方面都起到了积极的作用,但也有少部分学生对同伴评估不适应。本研究提供的启示是:优化同伴评估过程,在动态评估过程中增加生生互动和师生活动。  相似文献   

10.
The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students’ metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students’ academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students’ intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice.  相似文献   

11.
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   

12.
Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle?) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students. We found that grade discrepancies between students and the instructor were fairly common (60% of assignments), relatively low in value (mean = 3.3 ± 2.5% on assignments that had discrepancies) and proportionally higher for criteria related to interpretation of statistical results and code quality and organisation than for criteria related to the successful completion of analysis or instructional tasks (e.g. fitting particular statistical methods, de-identification of one’s submission). Students reported that the peer assessment process increased their exposure to alternative ways of approaching statistical and computational problem-solving, but there were concerns raised about the fairness of the process and the effectiveness of the group component. We conclude with some recommendations for implementing peer assessment to maximise student learning and satisfaction.  相似文献   

13.
The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. This paper presents the design of a specific type of dual-mode teaching, referred to as mixed-mode teaching used in an introductory economics course at X University. The aim of this study is to evaluate the impact of the mixed-mode teaching in creating an equitable learning experience for the online and face-to-face groups of students enroled in the course. Such an approach should then translate into there being no significant difference found in the academic performance of the two cohorts. In this study, we used the non-parametric Wilcoxon test and Kruskal-Wallis test to verify if a significant difference exists in learning satisfaction. Further, we utilised regression with dummies, and four different approaches of propensity score matching estimation in excluding self-selection bias, to evaluate differences in academic performance. Our results suggest no statistically significant differences in both the learning experiences and academic performances of our two groups of students. At a time when higher education is facing ongoing challenges presented by the pandemic, these findings offer useful insights for economics educators as well as those in higher education about how to enhance students’ academic performance and learning experience through more equitable, consistent course design.  相似文献   

14.
A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning.  相似文献   

15.
近年来,基于项目的协作学习研究主要集中在项目式学习的模型、程序、分组、策略、优缺点等方面,在项目式同伴协作在线学习过程中,学生如何通过自我调节和共享调节来实现项目目标仍未得到充分研究。文章依据活动理论框架和协作学习中共享调节模型,通过设计持续时间8周的PBL同伴在线协作学习来组织教学活动,借助同伴评价表、自我报告调查表、团队项目成果评价表,进行自我调节和共享元认知调节对项目协作学习结果的影响研究。研究结果表明:自我调节和共享调节在PBL同伴在线协作学习中发挥着关键作用,有效的共享调节主要受到学习者自身强大的自我调节的支持,在共享调节的作用下,协作同伴之间相互影响,共同推进项目协作过程。  相似文献   

16.
This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.  相似文献   

17.
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synthesized the results of 24 quantitative studies reporting on higher education students’ academic writing performance after peer feedback. Engagement in peer feedback resulted in larger writing improvements compared to (no-feedback) controls (g?=?0.91 [0.41, 1.42]) and compared to self-assessment (g?=?0.33 [0.01, 0.64]). Peer feedback and teacher feedback resulted in similar writing improvements (g?=?0.46 [-0.44, 1.36]). The nature of the peer feedback significantly moderated the impact that peer feedback had on students’ writing improvement, whereas only a theoretically plausible, though non-significant moderating pattern was found for the number of peers that students engaged with. Second, this study shows that the number of well-controlled studies into the effects of peer feedback on writing is still low, indicating the need for more quantitative, methodologically sound research in this field. Findings and implications are discussed both for higher education teaching practice and future research approaches and directions.  相似文献   

18.
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   

19.
《Africa Education Review》2013,10(4):491-511
Abstract

The study described in this article was prompted by the poor performance of students in an ‘at risk subject’ in a science faculty at a university in South Africa. Teacher performance could contribute to poor performance among students, therefore the performance of one of the science teachers whose students were performing poorly was evaluated by his students and through peer observation of his teaching. The article draws on a merger between Bernstein's ideas on framing as well as deep and surface approaches to learning to form a theoretical framework that underpinned the study. Peer observation showed that the teacher employed predominantly teacher-centred, passive approaches to teaching, and the facilitation of active learning was minimal, that is, framing was strong. Students, however, evaluated their teacher positively, indicating that he was an ‘effective’ teacher. Therefore, the perception of what constitutes ‘quality teaching’ is viewed differently by peers and students. This is most likely due to the incompatibility between peers' conception of teaching and students' conception of learning. Therefore, students' feedback on teaching is not necessarily accurate or useful.  相似文献   

20.
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   

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