scholarly journals Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

2020 ◽  
Vol 18 (8) ◽  
pp. 1465-1484 ◽  
Author(s):  
Laura Ketonen ◽  
Markus Hähkiöniemi ◽  
Pasi Nieminen ◽  
Jouni Viiri
Keyword(s):  
Formative Assessment ◽  
Early Stage ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Data Sources ◽  
Constructive Feedback ◽  
Audio Recordings ◽  
Field Notes

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 assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals The Implementation of Distance Learning during the Covid-19 Pandemic

MADRASAH ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 114-125
Author(s):  
Raden Adji Suryo Utomo ◽  
Fitri Nur Mahmudah
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Data Sources ◽  
Quality Of Education ◽  
Case Study Approach ◽  
Structured Interviews ◽  
Study Approach ◽  
Quality Of Research

The implementation of learning is the most important part in improving the quality of education. The Covid-19 pandemic period is part of the challenge for education so that learning continues. The purpose of this study was to investigate in depth the implementation of distance learning during the Covid-19 pandemic. The method used in this research is qualitative with a case study approach. The research was conducted at Muhammadiyah Pakel Elementary School. The data sources in this study were teachers, parents, and students. Data collection techniques using structured interviews assisted with guidelines that are structured questions systematically. Data analysis using the Denzin Licoln case study model assisted by atlas.ti software version 8. The technique used to improve the quality of research is source triangulation. The results of this study provide information that in the implementation of the implementation of distance learning there are three factors, namely policy, distance learning process, and human resource activeness. These three factors are novelty which can be recommendations for the three education centers in order to be part of improving the quality of distance learning education during the Covid-19 pandemic.

Beyond the workshop: An interpretive case study of the professional learning of three elementary music teachers

2020 ◽  
pp. 1321103X1987107
Author(s):  
Jody Stark
Keyword(s):  
Professional Learning ◽  
Professional Growth ◽  
Music Teachers ◽  
Individual Case ◽  
Elementary Music ◽  
Collective Case Study ◽  
Field Notes ◽  
Cross Case Analysis

This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully selected based on their differing career stages, background, and teaching situations, and each participant was interviewed five or six times over the course of the 5-month study. Additional data sources included field notes from classroom observations, a variety of artifacts provided by the participants, and responses to Pre-Interview Activity prompts. Through hermeneutic analysis of individual case data related to each participant’s teaching and experience of professional learning, participants were found to have a variety of highly personalized learning processes which they used as mechanisms for their ongoing professional growth. Cross-case analysis revealed three larger themes related to the participants’ professional learning: (1) The quality of the participants’ learning was always instrumental and related to specific personal goals for/issues in practice; (2) meaningful professional learning had a temporal element and was characterized by continuity; and (3) the participants’ professional learning was social in nature.

scholarly journals MENAJAMEN MUTU TERPADU

2019 ◽  
Author(s):  
wiramarnia ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Human Resources ◽  
Program Implementation ◽  
Case Study Research ◽  
Education Management ◽  
Study Research ◽  
Management Quality ◽  
School Programs ◽  
Field Notes

This study aims to describe a number of things that include planning processes for improving management quality through school programs, the process of implementing school programs, evaluating school programs, constraints and solving problems encountered in implementing strategies to improve management quality through school programs. The type of research used is case study research using a qualitative approach. In case study research, researchers go directly to the field to observe and explore data from research objects. Data collection is done using interview techniques, observations, field notes and documentation. Based on the results of data analysis, the following conclusions are obtained. First, planning activities for improving the quality of management through school programs is a design to follow up on previous programs after program evaluation. Secondly, the programs included religious formation, intelligent child development, sympathetic teacher formation, and the creation of a beautiful environment. Third, supervision of program implementation is carried out internally and externally. Fourth, the constraints faced in implementing school programs to improve the quality of education management are the management of human resources and management of facilities and infrastructure that are still weak so that it is necessary to evaluate the implementation of school programs and make improvements with more disciplined management of human resources and management school facilities and infrastructure.Keywords: strategy, quality management, and school program

scholarly journals PERAN BIMBEL IBU BANGSA DALAM MENDUKUNG KESIAPAN BERSEKOLAH ANAK USIA DINI DARI KELUARGA KURANG MAMPU SEBUAH STUDY KASUS

2019 ◽  
Vol 2 (1) ◽  
pp. 58-78
Author(s):  
Brotojoyo Retnowati ◽  
Agus Santoso
Keyword(s):  
School Readiness ◽  
Parenting Styles ◽  
Quality Education ◽  
Growing Up ◽  
Children And Parents ◽  
Poor Families ◽  
Field Notes ◽  
The Subject

Children from poor families are facing great challenges as they are growing up. Limited resources, low-level parents’ education, and environments have given impacts on how the families raise their children and prepare them for school. This research is to find out how a school readiness program initiated by Bimbel Ibu Bangsa for children of poor families at Kampung Gunung Sari can help them to get a quality education program and also to help parents implement effective parenting styles for the success of their children. A qualitative approach with a case-study model was used. The subject of this study consisted of 4 students out of the 16 students involved in the program. The data were collected by using participatory observations, home-visit notes, field notes, voice and visual recordings, and also by interviewing the parents and teachers. The validity of data was determined by triangulating and member-checking the data. The results of this research indicate that this program is quite able to be held with low budgets and will still be able to give quality education if the program is supported by the stakeholders in the community. The results also show that children and parents enrolled in this program gain many benefits shown by their adaptive parenting styles and children’s modified behaviours for the upcoming school readiness and overall better quality of life.

scholarly journals Peer feedback needs practice and faculty support to be effective in simulation based education.

2020 ◽  
Author(s):  
Gozie Offiah ◽  
Olivia Claire Walsh ◽  
Anafal Alkharaing ◽  
Clare Sullivan ◽  
Clare Mullhall ◽  
...  
Keyword(s):  
Performance Feedback ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Individual Element ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Critical Reasoning ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Faculty Input

Abstract Background Peer evaluation drives effective self-assessment, encourages autonomous learning and enhances both metacognitive skills and critical reasoning skills. 1 Students, by commenting on the work of others, gain a better understanding of the criteria required for successful performance and develop skills of objective judgment which can be transferred to the assessment of their own work. 2 Methods Peer feedback was introduced to simulated patient history taking consultations. Students were required to evaluate the observed performance and provide verbal feedback to their peers. This was compared to facility review and end of term examination results. In interview students indicated that they benefited from the opportunity to engage in peer feedback. Students reported that they felt more comfortable receiving feedback from peers than providing feedback to peers. Results 65% of students rated peer performance as excellent which did not correlate with summative OSCE results. When students did mark the borderline grade, a significant difference was found for one individual element of the feedback score. Students ticked "lacked confidence/fluidity" significantly more frequently than any other of the 7 elements suggesting they felt more comfortable relaying this element of performance feedback as it did not address content understanding or knowledge. Conclusion Ability to give constructive feedback should be viewed as an essential skill but for success students need to be taught how to give effective peer feedback. Emotions and loyalties affect student’s unwillingness to find fault with a fellow student’s work. Students may need more opportunities to conduct peer assessment to become familiar and comfortable with this process. Co-operative learning in simulation can combine with peer feedback to produce effective social constructivist approaches; however faculty input is required to monitor and validate the feedback.

scholarly journals Requirements Prioritization using Risk Assessment for Analyzing Requirements

2019 ◽  
Vol 8 (2S11) ◽  
pp. 785-791
Keyword(s):  
Risk Assessment ◽  
Literature Review ◽  
Requirements Engineering ◽  
Early Stage ◽  
Requirements Analysis ◽  
Requirements Elicitation ◽  
Requirements Prioritization ◽  
Analysis Process

Requirements elicited from requirements elicitation session with stakeholders are usually comes in bulk and it is impossible to execute them simultaneously. In addition, the requirements elicited are unfiltered and usually low quality including ambiguous, incomplete and unclear. The low quality of requirements are then refined in the next activity which is requirements analysis in requirements engineering. This paper aims to integrate requirements prioritization techniques focused on the factor of risk in requirements analysis since the early stage of requirements engineering. It is seems to have a little evidence on that requirements prioritization focus on the factor of risk in requirements based on our conducted literature review. This paper begins with elaboration on requirements prioritization, further to the aspects of requirements prioritization, criteria for best suited technique, a literature review on requirements prioritization techniques. We then proposed a framework for requirements analysis with the integration of requirements prioritization. A case study is elaborated for a better vision on the process of the proposed approach. Finally, this study is believed to produce a better quality of requirements from the requirements analysis process.

scholarly journals Implementing Peer Assessment in a Russian University ESP Classroom

2015 ◽  
Vol 1 (4) ◽  
pp. 63-73 ◽  
Author(s):  
Olga Stognieva
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Assessment Process ◽  
Peer Evaluation ◽  
Oral Performance ◽  
Self Evaluation ◽  
Professional Environment ◽  
Assessment Strategies

In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. Peer assessment may be a way to solve this problem. In this paper, it is researched how peer assessment could be applied to higher education and the effect of using this form of assessment on the quality of learning. The methodology to investigate the effect of peer assessment as a part of the learning process includes literature observation, case study, developing protocols and marking criteria rules for peer assessment, examples of peer assessment strategies and activities. The results of the research demonstrate that peer assessment methods of either written or oral performance can trigger a deeper involvement of students both in the learning and in the assessment process, keep motivation up and develop some qualities essential for future professional life. Therefor peer assessment could be effectively integrated in the course of ESP at the Moscow Higher School of Economics.

scholarly journals Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics

2020 ◽  
Vol 7 ◽  
pp. 238212052093660 ◽  
Author(s):  
Troy Camarata ◽  
Tony A Slieman
Keyword(s):  
Peer Review ◽  
Concept Maps ◽  
Clinical Skills ◽  
Peer Feedback ◽  
Student Feedback ◽  
Feedback Training ◽  
Constructive Feedback ◽  
Quality Feedback ◽  
Feedback Quality

Constructive feedback is an important aspect of medical education to help students improve performance in cognitive and clinical skills assessments. However, for students to appropriately act on feedback, they must recognize quality feedback and have the opportunity to practice giving, receiving, and acting on feedback. We incorporated feedback literacy into a case-based concept mapping small group-learning course. Student groups engaged in peer review of group-constructed concept maps and provided written peer feedback. Faculty also provided written feedback on group concept maps and used a simple rubric to assess the quality of peer feedback. Groups were provided feedback on a weekly basis providing an opportunity for timely improvement. Precourse and postcourse evaluations along with peer-review feedback assessment scores were used to show improvement in both group and individual student feedback quality. Feedback quality was compared to a control student cohort that engaged in the identical course without implementing peer review or feedback assessment. Student feedback quality was significantly improved with feedback training compared to the control cohort. Furthermore, our analysis shows that this skill transferred to the quality of student feedback on course evaluations. Feedback training using a simple rubric along with opportunities to act on feedback greatly enhanced student feedback quality.

Learning the Parallelogram Area With Technology Supported by Formative Assessment

2020 ◽  
pp. 206-225
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Investigation ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Mathematical Tasks ◽  
Written Feedback ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.

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