Littérature scientifique sur le sujet « Formative peer assessment (PA) »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Formative peer assessment (PA) ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Formative peer assessment (PA)"
Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi et Shehzad Naroo. « Group Work and Peer Assessment in Optometry Higher Education. » Scandinavian Journal of Optometry and Visual Science 13, no 1 (31 juillet 2020) : 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.
Texte intégralLima, 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 et 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, no 3 (27 février 2020) : 90. http://dx.doi.org/10.11114/jets.v8i3.4737.
Texte intégralLiu, Yingchun, Zhuojing Ni, Shimin Zha et Zhen Zhang. « Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment : A Quantitative Ethnography ». Sustainability 14, no 23 (27 novembre 2022) : 15787. http://dx.doi.org/10.3390/su142315787.
Texte intégralGu, Chenhua. « Student Peer Assessment ». Review of Educational Theory 3, no 2 (27 mai 2020) : 74. http://dx.doi.org/10.30564/ret.v3i2.1762.
Texte intégralGoldin, Ilya M., et Kevin D. Ashley. « Eliciting formative assessment in peer review ». Journal of Writing Research 4, no 2 (novembre 2012) : 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.
Texte intégralChin, Paul. « Peer assessment ». New Directions in the Teaching of Physical Sciences, no 3 (23 février 2016) : 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.
Texte intégralStenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson et Elisabeth Carlson. « Formative peer assessment in higher healthcare education programmes : a scoping review ». BMJ Open 11, no 2 (février 2021) : e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.
Texte intégralJanicka, Monika. « DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE ». Neofilolog, no 54/1 (31 mars 2020) : 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.
Texte intégralMeletiadou, Eleni. « Learners' Perceptions of Peer Assessment ». International Journal of Teacher Education and Professional Development 5, no 1 (janvier 2022) : 1–14. http://dx.doi.org/10.4018/ijtepd.295539.
Texte intégralAdawiyah, Siti Rabiatul, et Nofisulastri Nofisulastri. « Kualitas Peer Assessment sebagai Assessment Formatif ». Bioscientist : Jurnal Ilmiah Biologi 8, no 2 (30 décembre 2020) : 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.
Texte intégralThèses sur le sujet "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.
Texte intégralIn 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.
Texte intégralKuo, 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.
Texte intégralBoon, 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.
Texte intégralRowan, 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.
Texte intégralAndersson, 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.
Texte intégralBennett, Deborah Peterson. « Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.
Texte intégralWilhelm, 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.
Texte intégralThe 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, et 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.
Texte intégralEkoniak, 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.
Texte intégralPh. D.
Livres sur le sujet "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.
Texte intégralChapitres de livres sur le sujet "Formative peer assessment (PA)"
Zlabkova, Iva, Jan Petr, Iva Stuchlikova, Lukas Rokos et Alena Hospesova. « Development of teachers' perspective on formative peer assessment ». Dans Developing Formative Assessment in STEM Classrooms, 105–25. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003466079-6.
Texte intégralAlt, Dorit, et Nirit Raichel. « Peer Assessment in Multicultural Classrooms : Tensions and Opportunities ». Dans 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.
Texte intégralKetonen, Laura, Pasi Nieminen et Markus Hähkiöniemi. « How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment ? » Dans The Power of Peer Learning, 373–92. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.
Texte intégralCapuano, Nicola, et Francesco Orciuoli. « Application of Fuzzy Ordinal Peer Assessment in Formative Evaluation ». Dans 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.
Texte intégralRusman, Ellen, Rob Nadolski et 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 ». Dans The Power of Peer Learning, 215–35. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_10.
Texte intégralAl Jahromi, Diana. « Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills ? » Dans Changing Language Assessment, 95–131. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.
Texte intégralVakkou, Kyriaki Α., Tasos Hovardas, Nikoletta Xenofontos et Zacharias C. Zacharia. « Comparing Expert and Peer Assessment of Pedagogical Design in Integrated STEAM Education ». Dans The Power of Peer Learning, 121–41. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_6.
Texte intégralO’Mahony, Tom. « Developing Engineering Students Writing Competence : An Intervention Based on Formative and Peer Assessment ». Dans 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.
Texte intégralArcher, Melenie, Dawn A. Morley et Jean-Baptiste R. G. Souppez. « Real World Learning and Authentic Assessment ». Dans Applied Pedagogies for Higher Education, 323–41. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
Texte intégralCzura, Anna, et Agnieszka M. Sendur. « Peer assessment of process writing in a virtual exchange project ». Dans 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.
Texte intégralActes de conférences sur le sujet "Formative peer assessment (PA)"
Daukšaitė-Kolpakovienė, Aurelija. « Attitudes of English Students Whose Skills are Peer-Assessed ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.
Texte intégralTarimo, William. « ASSESSING THE IMPACT OF PEER GRADING DURING FORMATIVE ASSESSMENT ACTIVITIES ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2658.
Texte intégralPerlman-Dee, Patricia. « DEVELOPING PEER-TO-PEER FEEDBACK AND DIGITAL SKILLS IN FORMATIVE ASSESSMENT BY USING ONENOTE ». Dans 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1752.
Texte intégralWylie, E. Caroline. « Supporting Teachers to Engage With Peer-Supported Professional Learning About Formative Assessment ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1583218.
Texte intégralYang Song, Zhewei Hu, Yifan Guo et Edward F. Gehringer. « An experiment with separate formative and summative rubrics in educational peer assessment ». Dans 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757597.
Texte intégralKumar, Krishan, Bibhya Sharma, Gavin Jahir Khan, Salsabil Nusair et Krishna Raghuwaiya. « An exploration on effectiveness of anonymous peer assessment strategy in online formative assessments ». Dans 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274162.
Texte intégralArlianty, Widinda, et Beta Febriana. « UNDERSTANDING PEER AND TEACHER ASSESSMENT ABOUT LABORATORY SKILL ON FORMATIVE ASSESSEMENT THROUGH SCIENTIFIC APPROACH ». Dans International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3112.
Texte intégralMa, Zhiqiang, Yichi Wang et Xiu Guan. « Developing oral presentation skills through formative self- and peer-assessment in the context of China ». Dans 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00046.
Texte intégralRobles, M.-Dolores, et Pilar Abad. « Dual-evaluation with formative peer-assessment by rubrics : A teaching experience in Business and Economics studies ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9460.
Texte intégralGuo, Yun, Hong Zhao, Kai Wang et Min Li. « Formative and Summative Assessment in University Programming Course : Mediation of Problem-Based Learning and Moderation of Peer Evaluation ». Dans 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201837.
Texte intégral