Investigating secondary school students’ unmediated peer assessment skills     

Olia E. Tsivitanidou  Zacharias C. ZachariaTasos Hovardas 《Learning and Instruction》2011,21(4):506-519

The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science web-portfolios. Additionally, students’ attitudes towards and intentions about the use of unsupported reciprocal peer assessment were examined. Three data sources were used, namely, interviews, screen-video captured data, and the peer assessors’ feedback produced. Findings showed that the students have positive attitudes towards unsupported reciprocal peer assessment and that they intend to implement it again. It was also found that students have the skills, at least the beginnings, needed for the implementation of peer assessment. Specifically, they were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. Finally, the feedback they produced included grades, positive and negative judgments, as well as suggestions for changes.  相似文献   

Teaching engineering dynamics by use of peer instruction supported by an audience response system     

Bjarne Schmidt 《European Journal of Engineering Education》2011,36(5):413-423

The use of electronic audience response systems in university teaching is currently increasing rapidly. This paper describes how a consistent use of peer instruction facilitated by an audience response system has been introduced in an introductory engineering dynamics course. Data are presented that reveal that this teaching style leads to an increased learning outcome, especially regarding the students’ conceptual understanding of the subject. Further results show that the students are very satisfied with the teaching style and they give high rankings on several parameters, which is important to the learning process. Finally, this study indicates that the use of clickers provides the students with a more critical and hence maybe a more realistic self-assessment of their academic outcome.  相似文献   

The peer relationships of primary school pupils with poor attendance records     

H.C.M. Carroll 《Educational studies》2011,37(2):197-206

The research study presented in this article was conducted because of the surprising paucity of research findings on the effect of significant absence from primary school on peer relationships. Participants in the study were Year 6 pupils, 140 of whom had attendance records of 80% or less in both Years 2 and 6. Of the 140, 133 were matched with those with better attendance records in the same class, of the same gender and born in the same season of the year. As revealed by sociometry conducted in 89 classes, the poor attenders were found to make and to receive fewer friendship choices than those with better attendance records. The question as to whether poor attendance is a result or a cause of having fewer friends is discussed and consideration is given to intervention issues.  相似文献   

Peer and self‐assessment in the first year of university     

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   

Developing professional skills in journalism through blogs     

Paula Hodgson  Dora Wong 《Assessment & Evaluation in Higher Education》2011,36(2):197-211

The curriculum for journalism is being forced to change because the traditional print‐based and broadcast modes are being challenged by wide and easy access to online mass communication. Primarily, students need to develop proficiency in writing, editing and publishing. However, they are also expected to be skilled in the Web medium as they venture into their careers, and weblogs offer a dynamic platform to develop these skills. Based on a statistical summary of student comments on the performance criteria for a blog project, a focus group interview and survey results, this paper will discuss the findings from the introduction of a course‐based blog to an undergraduate course in Hong Kong, including: (1) the technical challenge of making Web features; (2) the perception of proficiency in online publishing; (3) the evaluative skills developed through a peer‐review process; and (4) the development of a learning community through writing in blogs.  相似文献   

Rates of editor-authored manuscripts among urology journals using blinded or non-blinded review     

James Flanary  Zachary Rengel  Niranjan Sathianathen  Robert Lane  Stephanie Jarosek  Nik Barkve  Christopher Weight 《Learned Publishing》2023,36(2):171-177

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儿童同伴交往策略研究综述     

鲍亚 《徐特立研究(长沙师范专科学校学报)》2006,(4):26-29

同伴交往是儿童社会性发展研究的重要内容。自20世纪30年代起，心理学界开始研究儿童社会技能的问题。到80年代，如何培养儿童的社会技能逐渐成为最活跃的研究领域之一。本文综述国内外有关儿童同伴交往策略的概念、类型、策略运用的特点和发展趋势以及影响儿童选择策略的因素的研究，以期对进一步的研究有所启示。  相似文献   

改进写作评阅与反馈策略培养学生语言输出技能     

方晓梅  李梦  高嵩 《黄石理工学院学报(人文社科版)》2007,24(2):94-97

通过对所在高校2004级部分大学英语教学班学生抽样作文批改点的统计和等值样本量学生对作文评阅的意见分析,提出多途径的英语作文评阅对于丰富修改建议、建立同学之间互帮互学的课外交流性学习氛围和提高英语写作的自信心具有积极意义.同时,改进大学英语写作评阅方式, 不仅缩短了作文反馈周期,减轻教师批改的任务压力,而且有助于调动学生在课后运用英语表达思想、加强写作训练、培养自评互改的积极性,实现提高语言输出技能的目的.  相似文献   

Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia     

Hoa Thi Mai Nguyen  Tony Loughland 《Teaching Education》2018,29(1):81-97

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger’s matrix as a theoretical framework, this study aimed to explore how PSTs’ identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience.  相似文献   

The effects of peer tutoring between domestic and international students: the tutor system at Japanese universities     

James P. Lassegard 《高等教育研究与发展》2008,27(4):357-369

International students often require extracurricular assistance upon arrival in the host country. Many universities operate programs pairing international and domestic students for academic and adjustment assistance. The tutor system operating at Japanese national universities has similar objectives. Although the literature has highlighted several problems with the system, it is viewed as a viable form of educational assistance. This study examined the data from 38 interviews with tutors, international student tutees, and administrators, qualitatively analysing the perspectives of these stakeholders to uncover the main factors determining program effectiveness. Data analysis revealed several main themes relating to tutoring effectiveness, and differences were found in how tutors and tutees perceived their participation in the system. Although tutees tended to focus on the interpersonal relationship, tutors were more concerned about their tutoring ability. Implications of the findings are discussed for enhancing peer‐pairing programs to better accommodate the needs of students.  相似文献