Search results for: Peer assessment
Page 2/2 19 items
Effects of Communities of Reflecting Peers on Student-teacher Development - including in-depth Case Studies
The current study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face-to-face lessons followed by written reflections of the student-teachers concerning their learning experiences. These reflections were presented for peer feedback - thereby initiating a community of reflecting peers and were additionally subjected to instructor feedback. This article may encourage teacher educators and student-teachers themselves to incorporate co-reflecting in their course planning and community planning.
Updated: Jul. 05, 2011
The current paper describes the author's exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects. The author employed three arts-based research projects to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers.
Updated: Mar. 09, 2011
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Updated: Nov. 02, 2010
Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students' Reluctance to Criticise
Within an undergraduate programme, a four-year action research project implemented, evaluated and refined a regime of peer assessment focused on generating high-quality peer feedback. Changes in structure and process transformed a system that had initially been characterised by a reluctance to criticise fellow students into one that produced immediate, reflective and useful peer feedback. The two key factors in this transformation appear to be: making peer assessment openly and exclusively formative; and vesting ownership of all data generated by the process in the student being assessed.
Updated: Jun. 29, 2010
This study explores how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. In light of the study findings, the researchers put forth a number of suggestions and recommendations for employing peer assessment in teacher education programs in Jordan.
Updated: Jan. 31, 2010
A review of the literature demonstrates that grade retention often fails to improve the academic and socio-emotional outcomes of retained students. However, the literature suggests that retained students who act as peer tutors often experience improved school performance and self-concepts. This action research study aimed to identify and implement an intervention that would improve the academic and socio-emotional outcomes of a twice-retained third-grade student.
Updated: Mar. 17, 2009
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. The authors investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback.
Updated: Dec. 07, 2008
Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands
The Dutch have been studying competencies of teachers at secondary and higher education. The article describes the Dutch standards. Findings are that Dutch educators sharing the content in a professional dialogue with peer assessors or by asking teacher educators to write about authentic situations in which different competencies are integrated and related to one another. The development of the Dutch standard by the teacher educators themselves contributed to powerful feelings of ownership.
Updated: Sep. 11, 2008
The article describes a study of peer assessment of science teaching skills. Preservice teachers taught science topics as a team to their peers and were assessed by them and their instructor, according to an assessment form provided by their instructor. Peer scores were analyzed and although the assessment scores were higher than the scores given by the instructor, reliability analysis revealed that the students assessed their peers' science teaching performance reliably.
Updated: Feb. 17, 2008