Literatura académica sobre el tema "Formative peer assessment (PA)"
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Artículos de revistas sobre el tema "Formative peer assessment (PA)"
Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi y Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, n.º 1 (31 de julio de 2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.
Texto completoLima, Alba Regina de Abreu, Júlio César André, Marina Kamimura, Ana Carolina dos Reis, Juanita Justina Ferreira da Silva, Loiane Letícia dos Santos, Emerson Roberto dos Santos y Sérgio Luíz Aparecido Brienze. "Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?" Journal of Education and Training Studies 8, n.º 3 (27 de febrero de 2020): 90. http://dx.doi.org/10.11114/jets.v8i3.4737.
Texto completoLiu, Yingchun, Zhuojing Ni, Shimin Zha y Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography". Sustainability 14, n.º 23 (27 de noviembre de 2022): 15787. http://dx.doi.org/10.3390/su142315787.
Texto completoGu, Chenhua. "Student Peer Assessment". Review of Educational Theory 3, n.º 2 (27 de mayo de 2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.
Texto completoGoldin, Ilya M. y Kevin D. Ashley. "Eliciting formative assessment in peer review". Journal of Writing Research 4, n.º 2 (noviembre de 2012): 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.
Texto completoChin, Paul. "Peer assessment". New Directions in the Teaching of Physical Sciences, n.º 3 (23 de febrero de 2016): 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.
Texto completoStenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson y Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review". BMJ Open 11, n.º 2 (febrero de 2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.
Texto completoJanicka, Monika. "DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE". Neofilolog, n.º 54/1 (31 de marzo de 2020): 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.
Texto completoMeletiadou, Eleni. "Learners' Perceptions of Peer Assessment". International Journal of Teacher Education and Professional Development 5, n.º 1 (enero de 2022): 1–14. http://dx.doi.org/10.4018/ijtepd.295539.
Texto completoAdawiyah, Siti Rabiatul y Nofisulastri Nofisulastri. "Kualitas Peer Assessment sebagai Assessment Formatif". Bioscientist : Jurnal Ilmiah Biologi 8, n.º 2 (30 de diciembre de 2020): 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.
Texto completoTesis sobre el tema "Formative peer assessment (PA)"
Clayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs". Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.
Texto completoIn French higher education settings where students must continue to study English out of obligation rather than choice, the current literature highlights the importance of learning situations in which learners can increase their agency through self-regulation. This approach should enable them both to increase performance and become more independent. Formative peer assessment can help enhance self-regulation, but effects of these methods remain under-explored in the context of oral language-learning tasks. The present thesis draws on a socioconstructivist approach to self-regulated learning, focusing on the social aspects of regulation (essential for meaningful exchange in language learning contexts). Following a systematic literature review, three studies examine individually and shared regulatory processes. The first qualitative study explores individual and shared processes in a learning situation using peer assessment with video feedback. An observational mixed-methods study then examines effects of peer and self-assessment on three regulatory modes (self, co- and socially-shared regulation) in an online setting. Finally, a quasi-experimental quantitative study compares the effects of different peer assessment methods (imposed/co-created criteria) on regulations and self-efficacy. The results of these studies are discussed in light of the literature, providing insights into the social and contextual dimensions of selfregulated learning. Suggestions are made for future research, along with practical recommendations
Ho, Lok Ming Eric. "Improving ESL formative assessment practices and student learning via multi-staged peer assessment of oral presentations". Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/6dbc7efc-05e2-4a10-a993-bf003041eb6f.
Texto completoKuo, Chia Lin. "A quasi-experimental study of formative peer assessment in an EFL writing classroom". Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2863.
Texto completoBoon, Stuart Ian. "How can peer assessment be used in ways which enhance the quality of younger children's learning in primary schools?" Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38029.
Texto completoRowan, Paul A. R. "Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications". Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/57.
Texto completoAndersson, Sanna. "Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning". Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.
Texto completoBennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.
Texto completoWilhelm, Anna. "Matematikyftet, vad hände sen? : En studie kring Matematiklyftets inverkan på ett arbetslags bedömningsarbete". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36755.
Texto completoThe purpose of this study is to investigate how a teacher team's prospects and perceptions of peer learning and formative assessment has influenced their teaching after taking part in “Matematiklyftet”. The teacher team and their principal have been interviewed and an analysis of the texts concerning formative assessment from two modules in “Matematiklyftet” has been made to answer the purpose. During “Matematiklyftet” the teacher team has been given opportunities to try different methods to work with formative assessment in their teaching and they got an interest for some of them that they continued to use after the end of “Matematiklyftet”. They have discovered a link between assessment and teaching, that they need not be seen as two distinct parts that collide with each other, but rather that they can interact and complement each other. The teacher team has also realized the importance of peer learning in the planning of teaching. This, by the continuous meetings where they discussed mathematics didactics and shared each other’s experience, knowledge and collaborated with lesson planning and then discovered the benefits of helping each other. With the help of the principal’s support and the dedication from the leader of the discussion-group, which in my study proved to be critical success factors, the teacher team has been given opportunities to discuss and practice work methods, tools and point of views based on research articles during “Matematiklyftet”. Through this experience, both the principal and the teachers have realized the importance of continually work with peer learning to enhance mathematics teaching quality. Based on this, and the principal’s vision for how to continue the teachers peer learning after “Matematiklyftet”, the teacher team has been given opportunities to continue to work on formative assessment in mathematics education through peer learning.
Leijon, Nathalie y Theresa Spindelberger. "Själv- och kamratbedömning : En undersökning av lärares och elevers uppfattningar kring själv- och kamratbedömning". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22076.
Texto completoEkoniak, Michael Roman III. "Practice and Efficacy of Peer Writing Feedback in a Large First-Year Engineering Course". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95551.
Texto completoPh. D.
Libros sobre el tema "Formative peer assessment (PA)"
Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.
Texto completoCapítulos de libros sobre el tema "Formative peer assessment (PA)"
Zlabkova, Iva, Jan Petr, Iva Stuchlikova, Lukas Rokos y Alena Hospesova. "Development of teachers' perspective on formative peer assessment". En Developing Formative Assessment in STEM Classrooms, 105–25. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003466079-6.
Texto completoAlt, Dorit y Nirit Raichel. "Peer Assessment in Multicultural Classrooms: Tensions and Opportunities". En Equity and Formative Assessment in Higher Education, 93–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_6.
Texto completoKetonen, Laura, Pasi Nieminen y Markus Hähkiöniemi. "How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?" En The Power of Peer Learning, 373–92. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.
Texto completoCapuano, Nicola y Francesco Orciuoli. "Application of Fuzzy Ordinal Peer Assessment in Formative Evaluation". En Advances on P2P, Parallel, Grid, Cloud and Internet Computing, 555–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69835-9_52.
Texto completoRusman, Ellen, Rob Nadolski y Kevin Ackermans. "Viewbrics: A Technology-Enhanced Formative Assessment Method to Mirror and Master Complex Skills with Video-Enhanced Rubrics and Peer Feedback in Secondary Education". En The Power of Peer Learning, 215–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_10.
Texto completoAl Jahromi, Diana. "Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?" En Changing Language Assessment, 95–131. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.
Texto completoVakkou, Kyriaki Α., Tasos Hovardas, Nikoletta Xenofontos y Zacharias C. Zacharia. "Comparing Expert and Peer Assessment of Pedagogical Design in Integrated STEAM Education". En The Power of Peer Learning, 121–41. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_6.
Texto completoO’Mahony, Tom. "Developing Engineering Students Writing Competence: An Intervention Based on Formative and Peer Assessment". En Educating Engineers for Future Industrial Revolutions, 787–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_74.
Texto completoArcher, Melenie, Dawn A. Morley y Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment". En Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
Texto completoCzura, Anna y Agnieszka M. Sendur. "Peer assessment of process writing in a virtual exchange project". En Assessing virtual exchange in foreign language courses at tertiary level, 93–106. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.59.1412.
Texto completoActas de conferencias sobre el tema "Formative peer assessment (PA)"
Daukšaitė-Kolpakovienė, Aurelija. "Attitudes of English Students Whose Skills are Peer-Assessed". En 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.
Texto completoTarimo, William. "ASSESSING THE IMPACT OF PEER GRADING DURING FORMATIVE ASSESSMENT ACTIVITIES". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2658.
Texto completoPerlman-Dee, Patricia. "DEVELOPING PEER-TO-PEER FEEDBACK AND DIGITAL SKILLS IN FORMATIVE ASSESSMENT BY USING ONENOTE". En 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1752.
Texto completoWylie, E. Caroline. "Supporting Teachers to Engage With Peer-Supported Professional Learning About Formative Assessment". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583218.
Texto completoYang Song, Zhewei Hu, Yifan Guo y Edward F. Gehringer. "An experiment with separate formative and summative rubrics in educational peer assessment". En 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757597.
Texto completoKumar, Krishan, Bibhya Sharma, Gavin Jahir Khan, Salsabil Nusair y Krishna Raghuwaiya. "An exploration on effectiveness of anonymous peer assessment strategy in online formative assessments". En 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274162.
Texto completoArlianty, Widinda y Beta Febriana. "UNDERSTANDING PEER AND TEACHER ASSESSMENT ABOUT LABORATORY SKILL ON FORMATIVE ASSESSEMENT THROUGH SCIENTIFIC APPROACH". En International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3112.
Texto completoMa, Zhiqiang, Yichi Wang y Xiu Guan. "Developing oral presentation skills through formative self- and peer-assessment in the context of China". En 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00046.
Texto completoRobles, M.-Dolores y Pilar Abad. "Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9460.
Texto completoGuo, Yun, Hong Zhao, Kai Wang y Min Li. "Formative and Summative Assessment in University Programming Course: Mediation of Problem-Based Learning and Moderation of Peer Evaluation". En 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201837.
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