A simulated peer-assessment approach to improving student performance in chemical calculations

2014 ◽  
Vol 15 (4) ◽  
pp. 568-575 ◽  
Author(s):  
Fraser J. Scott
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Peer Assessment ◽  
Classroom Activity ◽  
Assessment Approach ◽  
Small Cohort ◽  
Improving Student Performance ◽  
Simulated Approach

This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment approach can be successfully used in lieu of standard peer-assessment and that student attitudes favour the simulated approach.

scholarly journals Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

2020 ◽  
Vol 15 (3) ◽  
pp. 60-74
Author(s):  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Web Based ◽  
Postgraduate Students ◽  
Web Based Learning ◽  
Assessment Approach ◽  
The Impact

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

Improving student performance through loss aversion.

2019 ◽  
Vol 5 (4) ◽  
pp. 278-288
Author(s):  
Ben O. Smith ◽  
Rebekah Shrader ◽  
Dustin R. White ◽  
Jadrian Wooten ◽  
John Dogbey ◽  
...  
Keyword(s):  
Student Performance ◽  
Loss Aversion ◽  
Improving Student Performance

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

scholarly journals STEM-Oriented activities for improving student performance in Chu Van An secondary school, Thai Nguyen province, Vietnam

2021 ◽  
Vol 1835 (1) ◽  
pp. 012053
Author(s):  
Thanh-Tung Nguyen ◽  
Dieu-Linh Hoang ◽  
Hoang-Thuy Linh Nguyen ◽  
Thanh-Binh Nguyen
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Improving Student Performance

Peer learning as a tool to strengthen math skills in introductory chemistry laboratories

2018 ◽  
Vol 19 (1) ◽  
pp. 319-330 ◽  
Author(s):  
Melissa C. Srougi ◽  
Heather B. Miller
Keyword(s):  
Student Performance ◽  
Attitude Change ◽  
Student Attitudes ◽  
Peer Learning ◽  
Introductory Chemistry ◽  
Math Skills ◽  
Attrition Rates ◽  
Math Ability ◽  
Chemistry Laboratories ◽  
Main Ideas

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. Therefore, in an effort to improve student learning outcomes, we implemented peer learning interventions in our introductory chemistry laboratories to determine if math skills were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in laboratory sections consisting of instructor-assigned partners who differed in math ability, compared to sections where students self-selected a partner. Students who were assigned math partners of different ability showed an 8% improvement in chemistry math concepts compared to no improvement among those who self-selected a partner, as assessed using pre- and post-math tests. Mathematical learning gains were particularly large (16%) for those students in the 50th percentile of math performance. Students also reported a significantly more positive attitude change about working with others compared to students who self-selected a partner. In addition, assigned students demonstrated a more positive shift in self-concepts such as chemistry knowledge and laboratory skills. This study illustrates that peer learning can serve as a useful and easy-to-implement tool to strengthen math skills and improve student attitudes in introductory chemistry laboratories.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

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