The Agreement of Peer Assessment and Self-Assessment of Learning Processes in Problem-Based Learning

1999 ◽  
Vol 13 (2) ◽  
pp. 26-30 ◽  
Author(s):  
Peter J Miller
Keyword(s):  
Peer Assessment ◽  
Problem Based Learning ◽  
Learning Processes ◽  
Self Assessment ◽  
Assessment Of Learning

scholarly journals Physiotherapy student’s perception of problem based learning

2020 ◽  
Vol 8 (7) ◽  
pp. 2448
Author(s):  
Supriya Dhumale
Keyword(s):  
Peer Assessment ◽  
Problem Based Learning ◽  
Relevant Information ◽  
Learning Activities ◽  
Graduate Course ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Level Of Knowledge ◽  
Medical Concepts ◽  
Physiotherapy Students

Background: Problem based learning ensures that students are actively engaged in their learning- they set their own objectives and they reinforce what they have learned through discussion with their colleagues. This approach is known to promote deep learning, in contrast to much of the superficial learning happens in traditional methods. To support their learning through engaging them in learning activities and providing feedback. Student’s ability to perform in a professional context, to recognize their need to acquire new knowledge and skills and to view learning holistically. Objective of the study was to assess the third year physiotherapy students’ perception of problem based learning sessions in musculoskeletal condition.Methods: The study was conducted on 22 students of III-year physiotherapy graduate course. Sequential arrangement of PBL sessions was implemented by triple jump assessment on osteoarthritis of knee. Post project feedback questionnaire from students obtained from self-assessment, peer assessment. The responses obtained were analyzed.Results: All the student strongly agreed that The PBL scenarios motivated them to use additional learning resources, The PBL scenarios stimulated their interest in musculoskeletal. The students also agreed that the content of the PBL scenarios fitted their level of knowledge; The PBL scenarios effectively illustrated medical concepts. All the students totally agreed that PBL sessions appeared able to assess their own strengths and weaknesses within PBL, accepted and responded to criticism gracefully. Their peers gave input which was focused and relevant to the case, they were able to communicate well with each other. Students agreed that everyone among group completed tasks on time, they were actively participated in session, they shared new relevant information with group hence they felt their peers were responsible and respected.Conclusions: Students felt that the cases effectively illustrated medical concepts and fitted and reinforced the student musculoskeletal knowledge. They were convinced that scenarios motivated them to use additional resources and stimulated their interest and they enjoyed the process.

scholarly journals Effect of KWL learning method (know-want-learn) and self-assessment on student learning independence vocational high school

2019 ◽  
Vol 3 (2) ◽  
pp. 277-284
Author(s):  
Ni Ketut Widiartini ◽  
I Gede Sudirtha
Keyword(s):  
Peer Assessment ◽  
Learning Method ◽  
Vocational High School ◽  
Self Assessment ◽  
Research Activities ◽  
Assessment Of Learning ◽  
Product Service ◽  
Quasi Experimental ◽  
Study Population ◽  
Conventional Methods

The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.

THE EFFECT OF SELF ASSESSMENT AND PEER ASSESSMENT TO STUDENTS' PERFORMANCE IN PROBLEM BASED LEARNING TUTORIAL PROCESS IN PSIK UMY

2018 ◽  
Vol 1 (1) ◽  
pp. 89
Author(s):  
Lisa Musharyanti
Keyword(s):  
Peer Assessment ◽  
Problem Based Learning ◽  
Wilcoxon Test ◽  
Test Design ◽  
Self Assessment ◽  
Significant Difference ◽  
Post Test ◽  
Student’S Performance ◽  
Applied Assessment ◽  
Test Result

Introduction: Problem Based Learning tutorial is one of students centered learning method. PSIK UMY applied assessment of student's performance in tutorial process. Tutor gave feedback to the students in every meeting of tutorial in order to make the students performance improved. Based on the evaluation result, there was no significant improvement of student's performance in tutorial because of feedback only given by the tutor so that students have minimal motivation to improve their performance. The purpose of this study was to know the effect of self assessment and peer-assessment to students' performance in tutorial process in PSIK UMY. Methods: This research is quasi experiment with pre and post test design. The number of respondents is 213 students from all of the year that is taken by proportional stratified random sampling. Data processed by univariat analysis and Wilcoxon test. Result: There is a significant difference between students' performance in the first meeting and the second meeting of tutorial. Discussion: There is an effect of self assessment and peer assessment methods to students' performance in tutorial process in PSIK UMY. Keywords: Self assessment, peer assessment, Problem Based Learning tutorial

scholarly journals How do we assess in Clinical Legal Education? A “reflection” about reflective learning

2016 ◽  
Vol 23 (1) ◽  
pp. 48 ◽  
Author(s):  
José Garcia-Añón
Keyword(s):  
Measurement Problem ◽  
Peer Assessment ◽  
Reflective Learning ◽  
Self Assessment ◽  
Institutional Assessment ◽  
External Assessment ◽  
Team Assessment ◽  
Life Long Learning ◽  
Assessment Of Learning ◽  
Reflective Skills

<p align="LEFT">Institutional assessment must be distinguished from the assessment of learning. Traditionally, assessment is reduced to institutional assessment: that is, to give a mark depending on the achievement of knowledge instead of focusing in the student’s learning. However, I propose (to remember) that: 1) (Formative) assessment is part of learning; 2) Reflective learning (and reflective skills) is/are a part of assessment. This implies a process of continuous evaluation instead of summative evaluation, for example, through an exam or a similar procedure. So, I agree with the idea that assessment "is not a measurement problem but an instructional design problem."</p><p>To clarify what assessment is, we have to discuss several interlinked aspects (validity, reliability and fairness), which are connected to questions that must be answered: When is the assessment considered valid? How do we assess? What do we assess? Some ideas to answer these questions may include the need to provide space (s) and time (s) to reflect on the learning (as a way of learning and as a skill to be acquired), which in turn implies a multiplicity of assessments and/or reflection about learning. This should also include a variety of assessments: self-assessment, peer-assessment, team-assessment, and (external) assessment. And last, but not least: as it is said, reflection should be considered not only a skill but a part of learning. Reflection about learning is an exercise that promotes life-long learning (including that among future lawyers). A reflection about context and experience is the first step for future professional action. The benefits of experiencing autonomy and reflection are the same in a real or in realistic environments. But the experience of responsibility requires a real environment.</p>

scholarly journals Problem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative care

2013 ◽  
Vol 4 (1) ◽  
pp. e35-e48 ◽  
Author(s):  
Nora McKee ◽  
Marcel D'Eon ◽  
Krista Trinder
Keyword(s):  
Palliative Care ◽  
Content Knowledge ◽  
Professional Education ◽  
Problem Based Learning ◽  
Health Science ◽  
Self Assessment ◽  
Palliative Care Education ◽  
Assessment Of Learning ◽  
Health Science Education ◽  
Very High

Introduction: The objective of this article was to analyze the theory and pedagogical basis of the use of problem-based learning (PBL) for inter-professional education (IPE) in undergraduate health science education and present evidence from a palliative care iPBL (inter-professional PBL) module that confirms the importance of the two methodologies being used together. Methods: More than 1000 student surveys collected over 4 years were analyzed for components of usefulness, enjoyment and facilitator effectiveness. A retrospective self-assessment of learning was used for both content knowledge of palliative care and knowledge of the other professions participating in the module. Results: Statistically significant gains in knowledge were recorded in both areas assessed. Medical students reported lower gains in knowledge than those in other programs. Scores were moderately high for usefulness and facilitator effectiveness. Scores for enjoyment were very high at 5.19 out of a total score of 6.0. Conclusion: There is strong theoretical and empirical evidence that PBL is a useful method to deliver IPE for palliative care education. With the evidence presented from the palliative care iPBL it is our contention that PBL inter-professional cases should be utilized more often, incorporated into IPE programs generally, and researched more rigorously.

scholarly journals Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 183
Author(s):  
Patteera Thienpermpool
Keyword(s):  
Peer Assessment ◽  
Correlation Coefficients ◽  
Written Language ◽  
Language Performance ◽  
Online Questionnaire ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Scoring Rubrics ◽  
And Performance ◽  
Different Levels

Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers&rsquo; learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students&rsquo; peer assessments are found to be different from teachers&rsquo; assessments (De Grez, Valcke, &amp; Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students&rsquo; performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher&rsquo;s assessment. The study also intended to explore participants&rsquo; perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson&rsquo;s correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study&rsquo;s discussion provides fruitful implications for language assessment.&nbsp;

scholarly journals EFEKTIVITAS PENDEKATAN SCIENTIFIC DENGAN PBL DAN PROBLEM SOLVING UNTUK MENINGKATKAN KOMPETENSI DALAM PEMBELAJARAN IPS

2016 ◽  
Vol 3 (1) ◽  
pp. 74-81
Author(s):  
Rini Setyowati ◽  
Endang Mulyani
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Learning Model ◽  
Self Assessment ◽  
Purposive Sampling ◽  
Scientific Approach ◽  
Product Assessment ◽  
Improve Attitude

Penelitian ini bertujuan untuk membandingkan keefektifan pendekatan scientific dengan model problem based learning dan model problem solving dalam pembelajaran IPS untuk meningkatkan kompetensi: sikap, pengetahuan, dan keterampilan. Populasi penelitian ini adalah kelas VIII di SMP N 3 Kalasan, Yogyakarta. Sampel diambil secara purposive sampling. Pengumpulan data menggunakan lembar observasi sikap, penilaian diri, penilaian antar peserta didik, tes, unjuk kerja, dan rubrik penilaian produk. Data hasil penelitian ini dianalisis dengan teknik anava mixed design. Hasil penelitian menunjukkan: 1) Pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi sikap dalam pembelajaran IPS, 2) pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi pengetahuan dalam pembelajaran IPS, 3) pendekatan scientific dengan model problem based learning lebih efektif daripada model problem solving dalam meningkatkan kompetensi keterampilan. THE EFFECTIVENESS OF SCIENTIFIC APPROACH WITH PBL AND PROBLEM SOLVING TO IMPROVE COMPETENCES IN SOCIAL STUDIESAbstractThis study aimed to compare the effectiveness of scientific approach with problem based learning and problem solving in teaching social studies to improve: attitude competence, knowledge competene, and skill competence.The population of the research was all of grade VIII student at SMP N 3 Kalasan, Yogyakarta. The sample of this research was using purposive sampling. The data was collected by observation, self assessment, peer assessment, test, observation of perfomance and product assessment. The data were analyzed using anava mixed design.This research have three results. First, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve attitude competence. Second, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve knowledge competence. Third, scientific approach with problem based learning model was more effective than scientific approach with problem solving to improve skill competence.

Development and Validation of a Self- Assessment of Learning Agility

2011 ◽  
Author(s):  
Kenneth P. De Meuse ◽  
Guangrong Dai ◽  
Selamawit Zewdie ◽  
Ronald C. Page ◽  
Larry Clark ◽  
...  
Keyword(s):  
Self Assessment ◽  
Learning Agility ◽  
Assessment Of Learning ◽  
Development And Validation

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

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