Search results for "peer feedback"
showing 10 items of 13 documents
The Structured Assessment Dialogue
2017
The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning that the learning potential of the assessment will often be minimal. It is therefore a central challenge to find ways to combine the dual use of assessment. The structured assessment dialogue (SAD) is a candidate for such a combination.
Tailoring feedback in online assessment: Influence of learning styles on the feedback preferences and elaborated feedback effectiveness
2008
Design of feedback is a critical issue of online assessment development within Web-based Learning Systems (WBLSs). This paper examines the potential possibilities of tailoring the feedback that is presented to a student as a result of his/her preferences and responses to questions of an online test with respect to the individual learning styles (LS). The paper briefly reviews the main types of feedback that can be presented during online assessment and discusses the challenges in authoring and tailoring of feedback in WBLSs. We report the results of some recent experiments organized as online assessment of students through multiple-choice quizzes in which students were able to request diffe…
Adaptation of elaborated feedback in e-learning
2008
Design of feedback is a critical issue of online assessment development within Web-based Learning Systems (WBLSs). In our work we demonstrate the possibilities of tailoring the feedback to the students’ learning style (LS), certitude in response and its correctness. We observe in the experimental studies that these factors have a significant influence on the feedback preferences of students and the effectiveness of elaborated feedback (EF), i.e. students’ performance improvement during the test. These observations helped us to develop a simple EF recommendation approach. Our experimental study shows that (1) many students are eager to follow the recommendations on necessity to read certain …
The Peer Observation: “Mentore” Project at University of Palermo
2019
During the last 6 years at the University of Palermo, a group of academics has been involved in a project called “MENTORE” (“Modifying and ENhancing Teaching through peer Observation and Reflections with Experts.”) The objectives of the project are to help teachers improve their teaching, through the help of two mentors; to experiment new approaches in pilot courses to extend, if useful, to other ones; and to change the traditional model of academic teaching based on one single teacher with the class to go toward a model where there is a group of teachers working together in search of improvements. All the participants of the MENTORE project attend to lectures/workshops on teaching and lear…
Peer assessment based assignment to enhance interactions in online learning groups
2015
In this paper, we report on the findings from our PhD work on how peer assessment based assignment method can enhance interaction in online learning groups. The method is explored and tried out on the research methods course on the Bachelor of Commerce Programme which is run in distance learning mode at Makerere University. Based on the idea that learning groups can enhance effective learning in online learning environments, we used the affordance eLearning framework to design the peer assessment based assignment task and then qualitative methods collect and report on data. The results reveal that there was increased interaction through peer feedback. Students were motivated because of the …
Adaptive formative feedback to improve strategic search decisions in task-oriented reading
2014
This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety-two high school students read two non-continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer-based technology that provided automa…
Feedback practices in English in Norwegian upper secondary schools
2015
The trends that we see both in official guidelines and school practices demonstrate a shift towards formative assessment strategies with an emphasis on feed-forward comments to the students. How this is carried out in schools varies, and the material in this study shows signs of changing evaluation practices in English instruction. One of the changes is an increased tendency to use process-oriented approaches to feedback, in which the students work through a draft several times before handing in a final product. Much of what is commented on in the feedback focuses on how ideas are organised and how the text is structured. Though process writing is a familiar concept from first language writ…
Formative feedback to transfer self-regulation of task-oriented reading strategies
2016
The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading e.g. answering questions from an available text. Secondary-school students read and answered multiple-choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditio…
Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School
2015
In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer teachers considered dance an important subject in the weekly curriculum. On the one hand, peer teachers enjoyed the freedom of making the class look like their own, the fast learning of their students, and the increased self-confidence acquired over the course. On the other hand, most of them were self-critical and felt ashamed when making mistakes. They…
Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom
2020
AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer asse…