Gotowa bibliografia na temat „Formative peer assessment (PA)”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Formative peer assessment (PA)”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Formative peer assessment (PA)"
1
Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi i Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, nr 1 (31.07.2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.
Pełny tekst źródłaStreszczenie:
In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years old) answered a questionnaire investigating the perception and attitudes towards GW and PA at the beginning and at the end of a module of Advanced Optometry structured with a formative/summative GW activity with a final PA. Two-thirds of optometry educators declared they use GW, but not as a summative assessment tool. Only a quarter of the sample answered that they used PA at least once. Educators’ attitudes towards GW were more positive than PA (p < 0.001). About 60% and 80% of the interviewed students stated they have never participated in GW and PA, respectively. Students’ pre-course attitudes towards GW and PA resulted in values close to the middle of the scale with no significant differences and positive correlations between them (p < 0.001). When students’ GW attitudes were compared with educators’ GW attitudes, the latter were more positive. Students’ post-course attitudes towards GW and PA were enhanced. Although GW and PA are considered very good strategies to improve teaching, the results of the present study have demonstrated that the use of these strategies in Italian optometric higher education is limited. However, the study has also demonstrated that Italian optometry educators have positive attitudes towards “social” teaching strategies especially for GW. Furthermore, optometry students showed improved attitudes towards these strategies once exposed to them. Overall, the results of the study open the possibility to integrate “social” teaching strategies to improve the effectiveness of optometry education.
2
Lima, 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 i 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, nr 3 (27.02.2020): 90. http://dx.doi.org/10.11114/jets.v8i3.4737.
Pełny tekst źródłaStreszczenie:
In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.
3
Liu, Yingchun, Zhuojing Ni, Shimin Zha i Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography". Sustainability 14, nr 23 (27.11.2022): 15787. http://dx.doi.org/10.3390/su142315787.
Pełny tekst źródłaStreszczenie:
Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers’ knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers’ knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements.
4
Gu, Chenhua. "Student Peer Assessment". Review of Educational Theory 3, nr 2 (27.05.2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.
Pełny tekst źródłaStreszczenie:
This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
5
Goldin, Ilya M., i Kevin D. Ashley. "Eliciting formative assessment in peer review". Journal of Writing Research 4, nr 2 (listopad 2012): 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.
Pełny tekst źródła
6
Chin, Paul. "Peer assessment". New Directions in the Teaching of Physical Sciences, nr 3 (23.02.2016): 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.
Pełny tekst źródłaStreszczenie:
Peer assessment is the process whereby students provide formative or summative feedback to fellow students about their work. There have been many decades of research into the potential benefits of peer assessment and numerous studies have shown that peer assessment offers real educational, and sometimes social benefits for students. In addition, self assessment is often included alongside, but the benefits are sometimes disputed. This article will provide a brief summary of the research establishing the educational benefits of peer assessment and self assessment. There has also been a lot of work in recent years exploring the use of technology tosupport peer assessment. This work will be reviewed and recent examples of peer assessment in the physical sciences will be highlighted.
7
Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson i Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review". BMJ Open 11, nr 2 (luty 2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.
Pełny tekst źródłaStreszczenie:
ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.
8
Janicka, Monika. "DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE". Neofilolog, nr 54/1 (31.03.2020): 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.
Pełny tekst źródłaStreszczenie:
The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers.
9
Meletiadou, Eleni. "Learners' Perceptions of Peer Assessment". International Journal of Teacher Education and Professional Development 5, nr 1 (styczeń 2022): 1–14. http://dx.doi.org/10.4018/ijtepd.295539.
Pełny tekst źródłaStreszczenie:
In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA but improved even more after the implementation. This was also confirmed by the focus group discussions in which shortcomings of PA were also highlighted. Students expressed their wish to use multiple forms of assessment, receive more training and increase their exposure to PA. All in all, students’ positive attitude towards PA seemed to have affected their writing performance and vice versa.
10
Adawiyah, Siti Rabiatul, i Nofisulastri Nofisulastri. "Kualitas Peer Assessment sebagai Assessment Formatif". Bioscientist : Jurnal Ilmiah Biologi 8, nr 2 (30.12.2020): 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.
Pełny tekst źródłaStreszczenie:
This study aims to produce a suitable peer assessment instrument as a formative assessment. This type of research is development research, because it develops a peer assessment instrument. The development of the peer assessment instrument refers to the Borg & Gall development model which includes 10 stages, namely: 1) a preliminary study; 2) planning; 3) development of a product initiation model; 4) reviewing the initiation model of the product; 5) revision; 6) limited trials; 7) revised trial results; 8) wide-scale trials; 9) final product revision; and 10) dissemination. However, in this study only up to stage 8, while stage 9 and stage 10 were not carried out due to time and conditions that did not allow. Expert validation was carried out beforehand before limited testing and wide-scale trials in Class X Madrasah Aliyah An-Najah, Al-Halimy Education Foundation, Sesela, Gunungsari District, West Lombok Regency. The results showed that the logical validity of the peer assessment instrument was very good, with an average score of 3.7. The results of the analysis using the product moment correlation test to determine the empirical validity of the peer assessment showed that the empirical validity of the peer assessment was in the high category (0.94; 0.96; 0.97; and 0.97). Based on the results of the study, it was concluded that peer assessment was of good quality as a formative assessment.
Rozprawy doktorskie na temat "Formative peer assessment (PA)"
1
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.
Pełny tekst źródłaStreszczenie:
Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mobilise une approche socioconstructiviste de l’apprentissage autorégulé, en s’intéressant plus précisément à la dimension sociale (essentielle en cours de langue) de la régulation. Suite à une revue de la littérature systématique, les questions de recherche nous ont conduit vers trois études examinant les relations entre l’évaluation par les pairs et les processus d’autorégulation individuels et collectifs. Une première étude qualitative explore les processus de régulation individuels et collectifs lors d’un dispositif de formation alliant l’évaluation par les pairs et le feedback vidéo. Ensuite, une étude observationnelle mobilisant des méthodes mixtes a examiné les effets de l’évaluation par les pairs et de l’autoévaluation sur le déploiement des trois modes de régulation de l’apprentissage (autorégulation, co-régulation et régulation partagée) dans un contexte d’enseignement en distanciel. La dernière étude a mobilisé une méthode quasi-expérimentale pour comparer l’effet de différentes modalités d’évaluation par les pairs (prescription vs. co-conception de critères) sur les régulations individuelles et collectives et sur l’auto efficacité. Les résultats de ces trois études sont discutés pour mettre en avant les dimensions contextualisée et sociales de l’autorégulation. Finalement, des préconisations pédagogiques pour la formation en langue dans l’enseignement supérieur sont proposéesIn 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
2
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.
Pełny tekst źródłaStreszczenie:
In an examination dominated educational culture such as that in Hong Kong, university students’ experiences with multiple forms of assessment is somewhat limited. It is understandable, therefore, why not only students, but teachers as well, remain skeptical when confronted with new approaches to assessment. This study set out to challenge the ‘conservative’ nature of assessment that characterises Hong Kong and to engage students with assessment practices that involved them in not only being assessed, but in taking on the role of the assessor as well. The research study portrays how a sample of Hong Kong university students undertaking an English as a Second Language (ESL) course used oral presentations as a vehicle for peer assessment. This is an under-explored area for Hong Kong tertiary students’, but this study showed that students can learn and then improve their oral presentations at different stages of peer assessment by providing feedback, receiving feedback and revising oral presentations. Such findings challenge the stereotypical views of Hong Kong’s learning culture and contributes to a new dimension on peer assessment, especially in the context of the ESL classroom by focusing on the learning processes rather than the outcomes. Twenty-eight Engineering and Physiotherapy first-year undergraduate students participated in this research study. They were chosen as verbal communication is the main communication mode in their workplaces. At the beginning of the semester, being new to peer assessment, they attended training sessions, in which they were given opportunities to discuss assessment rubrics and evaluate two speakers’ performances before the actual peer assessment. A mixed methods approach was adopted. The instruments’ utilised were peer written feedback, semi-structured interviews and students’ reflections. The findings indicated that students, through different means, were able to evaluate, revise and reflect on their own learning processes during the three stages of peer assessment. Instead of the traditional top-down information transmission, they also found that different tasks, including conversations with the peer assessors, in peer assessment were helpful to improve their oral presentations throughout the semester. This research study has shown that when presented with new learning opportunities, Hong Kong students can not only engage with them, but become active learners who can improve their understanding, skills and values. This suggests that peer assessment as part of oral presentations is a promising alternative to more traditional modes of assessment. At the practical level, this research also provides ESL teachers with some useful pedagogies and techniques that can both positively engage students, and ultimately improve their learning.
3
Kuo, 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.
Pełny tekst źródłaStreszczenie:
The benefits of using formative peer assessment have been broadly recognized by educators. However, in the context of English as a Foreign Language (EFL) teaching, research into the effectiveness of peer assessment has produced mixed results. One major focus of research is how training can influence the effectiveness of peer assessment. A number of case studies have reported positive outcomes using particular training methods, but there is relatively little research into the application of such training methods and their effects in ordinary EFL classes. This thesis reports a study of training in peer assessment in the context of a typical EFL class. The details of the training are explored in some depth, including evidence of its effects on the nature and quality of peer assessment and the reasons for those effects. A quasi-experiment was designed to investigate the effectiveness of the extensively discussed ‘Step Training’ proposed by Min. Data were collected in the form of students’ written feedback, essays, video recording, questionnaires and interviews. The nature of students’ feedback and the quality of their essays were explored. Classroom interactions were analysed and interpreted using socio-cultural theory. Analysis of the questionnaires revealed students’ attitude towards the training and perception of their capabilities in working on peer assessment. Student interview data was analysed thematically. The findings provide a complex picture of the peer assessment training. First, the ‘Step training’ appeared to lead to improvements in the quality of both essays and peer feedback. Secondly, analysis of the classroom discourse suggested that socio-cultural factors had both positive and negative effects on the students’ learning. Moreover, ANCOVA analysis of psychological features such as attitudes towards and perceptions of the peer assessment training suggested that the students were less influenced psychologically by the training. Finally, analysis of interviews identified students’ concerns about the design of the training course. In conclusion, it is suggested that for a typical EFL writing class, the effectiveness of a rigid training method such as ‘Step training’ should be reconsidered to take into account the influence of socio-cultural factors in classroom interaction. Rather than relying just on students’ end products to monitor the effectiveness of training, socio-cultural interaction should also be examined, as this is important in developing an identity as an effective peer assessor. Suggestions for improving the design of peer assessment training are provided.
4
Boon, 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.
Pełny tekst źródłaStreszczenie:
Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to enhance the quality of their talk in contexts of peer assessment. Methods used to examine the impact of the talk intervention, and to gain greater insights into the role that the social context plays in peer assessment, included transcribed digital audio recordings, open ended observations, semi-structured interviews, mind maps and children’s work. Qualitative data were analysed using thematic coding analysis whilst data in transcripts were quantitatively analysed to calculate the frequency of words and phrases associated with exploratory talk before and after the intervention. Findings suggest that children’s characteristics influence the way they communicate in contexts of PA and some of the most challenging learners seemed to benefit most from the talk intervention in terms of its influence on their ability to collaborate, hypothesise and reason throughout the peer assessment tasks. The findings also draw attention to previously under-researched PA social processes such as discussion, negotiation and peer questioning that lead to outcomes for learners such as self assessment. The main conclusions drawn are that more interactive kinds of peer assessment might be viewed as a differentiated and discursive practice where teachers consider the various needs of learners, based on their individual characteristics, and provide appropriate support so they are able to collaborate and use language for mediating effective PA practice.
5
Rowan, 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.
Pełny tekst źródłaStreszczenie:
This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
6
Andersson, 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.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions: What types of feedback communicates from teacher to student, and students among each other? How does one teacher describe her feedback and how it affects student motivation and learning process? What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process? Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study. The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds). The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.
7
Bennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.
Pełny tekst źródłaStreszczenie:
Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.
8
Wilhelm, 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.
Pełny tekst źródłaStreszczenie:
Syftet med denna studie är att undersöka hur ett arbetslags förutsättningar och uppfattningar om kollegialt lärande och formativ bedömning har påverkat deras undervisning efter att ha deltagit i Matematiklyftet. Arbetslaget samt deras rektor har intervjuats och en analys av de texter som behandlar bedömning från två moduler i Matematiklyftet har genomförts för att svara på syftet. Under fortbildningen har arbetslaget getts tillfällen att prova olika metoder för att arbeta med formativ bedömning i sin undervisning, där de fastnat för några av dem och fortsatt använda efter Matematiklyftets slut. De har upptäckt ett samband mellan bedömning och undervisning, att de inte behöver ses som två skilda delar som krockar med varandra utan att de kan samverka och komplettera varandra. Arbetslaget har även fått upp ögonen för vikten av kollegialt lärande i planering av undervisning. Detta genom de kontinuerliga mötena där de diskuterat matematikdidaktik och delat med sig av varandras erfarenheter, kunskaper och samarbetat med lektionsplaneringar och då upptäckt fördelarna med att ta hjälp av varandra. Med hjälp av rektorns stöd och handledarens engagemang, vilket i min studie visat sig vara avgörande framgångsfaktorer, har det deltagande arbetslaget under Matematiklyftets gång fått diskutera och praktisera arbetssätt, verktyg och synsätt utifrån forskningsartiklar. Detta har gjort att både rektor och lärare insett vikten av att kontinuerligt arbeta kollegialt för att öka matematikundervisningens kvalitet. Utifrån detta samt rektorns vision för hur det fortsatta arbetet ska se ut efter Matematiklyftets slut, har lärarna i arbetslaget getts förutsättningar att fortsätta att arbeta med formativ bedömning i matematikundervisningen genom kollegialt lärande.The 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.
9
Leijon, Nathalie, i 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.
Pełny tekst źródła
10
Ekoniak, 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.
Pełny tekst źródłaStreszczenie:
Engineering educators and industry professionals recognize the need for graduates to be effective communicators, yet the effective teaching of communication remains a persistent contemporary issue, with studies continuing to indicate that engineering graduates are insufficiently prepared for workplace communication. Despite compelling arguments that that writing should be treated as a situated activity, writing instruction is often separated from content instruction within engineering curricula. Even when they are integrated, it is often in a way does not optimally support improvement of students' writing skills. Writing studies scholarship identifies best practices that include treating writing as a process, with pedagogy that includes writing and revising drafts based on feedback and revision. However, writing assignments in engineering courses often not process-oriented.
Challenges in addressing this problem include epistemology (i.e. instructors believe that learning to write and learning to engineer are separate skills), self-efficacy (i.e. instructors not feeling qualified to effectively provide feedback or writing instruction), and resources (i.e. inclusion of feedback and revision is unfeasible within key constraints of many engineering courses – limited instructor time and large student-faculty ratios).
A potential solution is to use peer feedback, where students provide each other feedback on drafts, which can support a process approach while addressing these challenges. Research outside engineering has demonstrated that peer feedback can be as or more effective than instructor feedback; to bring that work into engineering, this study examines peer feedback in the context of a first-year engineering course through a quasi-experimental intervention in which feedback and revision were incorporated into an existing assignment using several variations of peer feedback. Interventions included two types of feedback training as well as feedback from single peers and multiple peers.
Results support peer feedback in this context: it was statistically indistinguishable from instructor feedback when students were given sufficient instruction. Feedback from multiple peers, in fact was more effective than instructor feedback in improving writing quality, and in-class instruction was more effective than a handout only in helping students provide effective feedback. However, some general feedback recommendations – notably that readerly feedback should be encouraged directive feedback discouraged – were not supported. While writing studies literature encourages feedback that takes the position of the reader, readerly peer feedback reduced revision quality in this study. Directive feedback, on the other hand, caused improvements in writing quality, supporting previous hypotheses that the tightly-constrained genres in which engineers write justify more use of directive feedback.Ph. D.
Książki na temat "Formative peer assessment (PA)"
1
Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.
Pełny tekst źródłaStreszczenie:
Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
Części książek na temat "Formative peer assessment (PA)"
1
Zlabkova, Iva, Jan Petr, Iva Stuchlikova, Lukas Rokos i Alena Hospesova. "Development of teachers' perspective on formative peer assessment". W Developing Formative Assessment in STEM Classrooms, 105–25. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003466079-6.
Pełny tekst źródła
2
Alt, Dorit, i Nirit Raichel. "Peer Assessment in Multicultural Classrooms: Tensions and Opportunities". W 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.
Pełny tekst źródła
3
Ketonen, Laura, Pasi Nieminen i Markus Hähkiöniemi. "How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?" W The Power of Peer Learning, 373–92. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.
Pełny tekst źródłaStreszczenie:
AbstractExercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer assessment challenges students unequally. While some students exercised certain forms of agency without difficulty—judging their peers’ work, for example—others needed help. One reason participants fell short in advancing their and one another’s learning during peer assessment was their difficulty exercising agency. Hence, equipping students with knowledge, skills, and a sense of responsibility is not enough; rather, their agency needs to be supported to enable the productive implementation of peer assessment.
4
Capuano, Nicola, i Francesco Orciuoli. "Application of Fuzzy Ordinal Peer Assessment in Formative Evaluation". W 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.
Pełny tekst źródła
5
Rusman, Ellen, Rob Nadolski i 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". W The Power of Peer Learning, 215–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_10.
Pełny tekst źródłaStreszczenie:
AbstractTo master complex skills, it is important to practice regularly and to form a mental model of the strived-for skills. If you know for which mastery level you are striving and can mirror performances against this benchmark with help of others, then you can focus on practicing deficient sub-skills to become a ‘master’. Although regular and structured practice is indispensable, secondary schools do often not facilitate this in daily educational practice. We expected that a technology-enhanced formative assessment method with analytic rubrics could support both mental model formation as well as regular practice of students’ skills. However, we further hypothesized that text-based analytic rubrics offer limited capacity to convey contextualized, procedural, time-related and observable behavioral aspects of a complex skill, thus restricting the construction of a rich mental model. We expected that using video-enhanced rubrics, an integration of analytic rubrics with video modeling examples, within a technology-enhanced formative assessment method would lead to a ‘richer’ mental model, improved feedback quality and positive growth in skills performance. Therefore, various stakeholders jointly developed and tested the Viewbrics technology-enhanced formative assessment method with (video-enhanced) rubrics for three generic complex skills, namely presenting, collaborating and information literacy. The Viewbrics method was then piloted by means of a quasi-experimental design (video-enhanced or textual rubric condition and a control group) in 6 classes in two secondary schools. Results show that the structured technology-enhanced formative assessment method had a positive effect on both mental model growth as well as on skills’ mastery levels of students. This effect was independent of the used rubric format (textual or video-enhanced).
6
Al Jahromi, Diana. "Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?" W Changing Language Assessment, 95–131. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.
Pełny tekst źródła
7
Vakkou, Kyriaki Α., Tasos Hovardas, Nikoletta Xenofontos i Zacharias C. Zacharia. "Comparing Expert and Peer Assessment of Pedagogical Design in Integrated STEAM Education". W The Power of Peer Learning, 121–41. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_6.
Pełny tekst źródłaStreszczenie:
AbstractThe objective of this exploratory study was to implement peer assessment for pedagogical design in integrated STEAM education and to compare expert and peer feedback, in this regard. We engaged pre-service teachers registered in an undergraduate programme for primary education in a formative/reciprocal peer assessment arrangement, where they had the chance to act as both peer assessors and peer assessees. Although global measures of validity (correlations between total scores of expert and peer assessors) and reliability (correlations between total scores of different peer assessors for the same pedagogical scenario) were satisfactory, there were assessment criteria for which peer assessment failed to be valid and/or reliable and which should deserve more attention in future training sessions. We found peer over-scoring across all assessment criteria. There were also indications of participant preference of expert feedback over peer feedback, where the later included fewer justifications of quantitative scores and suggestions for change.
8
O’Mahony, Tom. "Developing Engineering Students Writing Competence: An Intervention Based on Formative and Peer Assessment". W 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.
Pełny tekst źródła
9
Archer, Melenie, Dawn A. Morley i Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment". W Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
Pełny tekst źródłaStreszczenie:
Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
10
Czura, Anna, i Agnieszka M. Sendur. "Peer assessment of process writing in a virtual exchange project". W 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.
Pełny tekst źródłaStreszczenie:
One of the possible ways of assessing students’ collaborative work in Virtual Exchange (VE) is by the use of Peer Assessment (PA) – a formative assessment technique in which students review each other’s work to provide descriptive feedback on the basis of a set of criteria. This article describes a VE procedure, in which students from three different institutions collaborate on the preparation of a tourist brochure. The project participants include two European English for tourism classes and a group of native-speaker participants of an English composition class at a US university. The proposed VE scheme is supplemented with a possible PA procedure and evaluation criteria that has been developed on the basis of previous VE experiences, the students’ post-project feedback, and the subject literature.
Streszczenia konferencji na temat "Formative peer assessment (PA)"
1
Daukšaitė-Kolpakovienė, Aurelija. "Attitudes of English Students Whose Skills are Peer-Assessed". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.
Pełny tekst źródłaStreszczenie:
Peer-assessment (PA) has been used in all study cycles for over three decades. In foreign language classes, for example, it has mostly been applied to assess writing rather than other skills. However, this study focused on PA of oral skills and aimed to learn about university students’ attitudes towards their experience of being peer-assessed in their English classes online during the pandemic when PA was used as a way of formative assessment (the grades suggested by peers were not a part of final course grades). The study involved 49 Vytautas Magnus University (VMU) students (Lithuanians) studying general English at upper-intermediate level online in 2021. They were first and second year (first cycle) students aged 19 to 20. The research was both qualitative and quantitative. It used online PA forms, which the students who were assessors filled in anonymously to evaluate their peers’ oral production, and an online questionnaire with open and closed questions that the assessees filled in after they had received anonymous feedback from their peers. The study showed that over 70% of the students liked it when their oral production was assessed by their peers. It seemed to be an interesting activity for them. Yet, they raised many concerns about PA. Some of them believed PA was not accurate and their peers did not put much effort into it. They also thought their peers lacked experience in PA. They emphasised that their teacher was more experienced and objective and thus should assess their skills rather than peers.
2
Tarimo, William. "ASSESSING THE IMPACT OF PEER GRADING DURING FORMATIVE ASSESSMENT ACTIVITIES". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2658.
Pełny tekst źródła
3
Perlman-Dee, Patricia. "DEVELOPING PEER-TO-PEER FEEDBACK AND DIGITAL SKILLS IN FORMATIVE ASSESSMENT BY USING ONENOTE". W 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1752.
Pełny tekst źródła
4
Wylie, E. Caroline. "Supporting Teachers to Engage With Peer-Supported Professional Learning About Formative Assessment". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583218.
Pełny tekst źródła
5
Yang Song, Zhewei Hu, Yifan Guo i Edward F. Gehringer. "An experiment with separate formative and summative rubrics in educational peer assessment". W 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757597.
Pełny tekst źródła
6
Kumar, Krishan, Bibhya Sharma, Gavin Jahir Khan, Salsabil Nusair i Krishna Raghuwaiya. "An exploration on effectiveness of anonymous peer assessment strategy in online formative assessments". W 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274162.
Pełny tekst źródła
7
Arlianty, Widinda, i Beta Febriana. "UNDERSTANDING PEER AND TEACHER ASSESSMENT ABOUT LABORATORY SKILL ON FORMATIVE ASSESSEMENT THROUGH SCIENTIFIC APPROACH". W International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3112.
Pełny tekst źródła
8
Ma, Zhiqiang, Yichi Wang i Xiu Guan. "Developing oral presentation skills through formative self- and peer-assessment in the context of China". W 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00046.
Pełny tekst źródła
9
Robles, M.-Dolores, i Pilar Abad. "Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9460.
Pełny tekst źródłaStreszczenie:
This paper shows the implementation of a learning experience based on formative peer feedback. The experience consists in the grading of an individual assignment using a dual-evaluation with peer’s assessments method using rubrics. We develop this experience in a variety of subjects corresponding to three different Bachelor’s degrees related to Business and Economics and gather the student’s reflections about how this learning experience has influenced the acquisition and development of a set of generic competencies. Overall, students value positively the experience. In general, they consider that the ability to evaluate and maintain the quality of work produced and the determination and perseverance in the tasks given and responsibilities taken are the competencies most developed with this learning experience. This opinion is pervasive across the different characteristics of the students. Considering the kind of task, the ability to identify, pose and resolve problems is the competency most developed for the students that solve a practical exercise.
10
Guo, Yun, Hong Zhao, Kai Wang i Min Li. "Formative and Summative Assessment in University Programming Course: Mediation of Problem-Based Learning and Moderation of Peer Evaluation". W 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201837.
Pełny tekst źródła