Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

点亮一根火柴     

Regina Ruiz 《海外英语》2007,(1):60-62

有意思.让我告诉你我的生活,我的感受和秘密,还真有意思.我实在不知道怎样把你带入我的内心.要知道,从来没有人问过我的想法或面对生活挑战的感受.或许,他们根本就不在乎我在想什么.  相似文献   

A Framework for Learning to Teach Science in Initial Primary Teacher Education     

Mellado  Vicente  Blanco  Lorenzo J.  Ruiz  Constantino 《Journal of Science Teacher Education》1998,9(3):195-219

Journal of Science Teacher Education -  相似文献   

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Diary-based strategy assessment and its relationship to performance in a group of trainee teachers     

Raquel Gilar  María de los ngeles Martínez Ruiz  Juan Luis Castejn Costa 《Teaching and Teacher Education》2007,23(8):1334-1344

Our work is based on the study of learning strategies used by a group of trainee teachers in a real learning situation, and how this use of strategies influences the results of the learning process. We use a diary as a tool to assess the learning strategies and compare the results obtained with those using an inventory. Our findings indicate that the deliberate use of strategies (measured by diaries) has a positive effect on knowledge acquisition, with the qualitative analysis method of the verbal protocols noted in the diaries proving more valuable than the use of traditional inventories.  相似文献   

An optimal learning environment for Rosemary     

N T Ruiz 《Exceptional children》1989,56(2):130-144

This article discusses the special education placement and instruction of language-minority children identified as mildly disabled, personified by "Rosemary," in the context of a curriculum guide recently developed in California. The Optimal Learning Environment (OLE) Curriculum Guide: A Resource for Teachers of Spanish-Speaking Children in Learning Handicapped Programs. The guide was written in response to the growing number of such children and to the lack of direction given to special educators in meeting the educational needs of this population. The instructional principles in the guide are based on research with language-minority students and on those with learning disabilities. The guide incorporates existing, promising materials and techniques for use with language-minority populations.  相似文献   

RECENTLY PUBLISHED DISSERTATIONS ON COMMUNITY AND JUNIOR COLLEGES     

Eddy A. Ruiz 《Community College Journal of Research & Practice》2013,37(9):761-763

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Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment     

Derek C. Briggs  Maria Araceli Ruiz‐Primo  Erin Furtak  Lorrie Shepard  Yue Yin 《Educational Measurement》2012,31(4):13-17

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.  相似文献   

Information seeking patterns of psychiatrists during clinical practice     

Gerardo Ruiz Lpez 《Health information and libraries journal》2020,37(1):78-82

This study is based on Gerardo Ruiz’s doctoral thesis on the information seeking patterns of psychiatrists in Mexico City, which he completed in January 2018 from the Autonomous National University of Mexico. The paper presents the key findings from a survey and interview involving 92 psychiatrists to identify the differing roles and information behaviours of three types of mental health practitioners. Similarities and divergences were found in their behavioural patterns in obtaining information to make clinical decisions, depending on purpose for the sought information which aligned to the role of the psychiatrist and on the information contexts of institutions in which they work. The implications for practice highlighted in this study focus on the influencing factors of time and availability of sources in enabling the mental health specialist to search, disseminate and evaluate information to be used in clinical practice, as well as to have in place broader communication with colleagues in order to enrich clinical care for better diagnosis and treatment.F.J.  相似文献   

Development of the social network b-learning in the University of Alicante     

Francisco Miguel  Martinez-  Verdu Maria  Jose Rodriguez  Jaume Herminia  Provencio Garrigos  Jasone  Mondragon-Lasagabaster Juan  Ramon  Rico-Juan Juan  Ignacio Ferreiro  Prieto Mar  Iglesias Natalia  Albaladejo-Blazquez Maria  Dolores de  Fez Saiz  Valentin Viqueira  Perez Jose  Tomas Garcia  Garcia  M  Dolores  Fernandez-P ascual  EnarRuiz-Conde Begona  Lucia Fuster  Garcia Josefa  Parreno-Selva Diana  Jareno Ruiz  Esther Perales  Romero Elisabet  Chorro Calderon 《美中教育评论》2010,(12):54-69

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.  相似文献