scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

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

A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

scholarly journals Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

2020 ◽  
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Soft Skills ◽  
Peer Assessment ◽  
Methodological Issue ◽  
Real Life ◽  
Project Based Learning ◽  
Foreign Languages ◽  
Self Assessment ◽  
Grouping Students

The article deals with the methodological issue of building soft skills in the context of teaching modern foreign languages to students of higher institutions. The analysis of the available scientific and methodological research works devoted to the problem of developing students’ soft skills, especially in the process of teaching foreign languages, reveals that even though soft skills are crucial for securing employment of graduates they are still underdeveloped in the system of higher education, which results in a growing need for institutions of higher education to address the defined gap. The paper suggests some ways capable of bridging the gap and fostering the development of personal and interpersonal XXI century skills in the process of teaching foreign languages. It focuses on intra-curricular approaches to classroom management (e.g., pairing or grouping students) and methods and content of classroom activities (case study, debates, discussions, project-based learning, etc.), which have the potential to equip students with the core skills through real-life scenarios and different learning experiences. The author emphasizes that speaking and listening activities, being undoubtedly highly beneficial for soft skills development, are not the only ones that can be used to enhance learners’ soft skills. Students’ soft skills can be significantly improved while reading or writing, so the key point is to organically integrate diverse activities and teaching strategies. Therefore, before planning a class, teachers have to understand how soft skills are developed, choose what soft skills they want their students to learn, and select corresponding instructional methods and tools to model a situation in which soft skills could be naturally acquired. Particular emphasis is also placed on the question of how and what soft skills can be developed during self-assessment or peer-assessment practices. The article finishes with a few recommendations regarding possible aspects of further research.

scholarly journals A pleasant experience of peer evaluation in statistical education

2019 ◽  
Vol 7 (1) ◽  
pp. 34-35
Author(s):  
Sigrún Helga Lund
Keyword(s):  
Statistics Education ◽  
Peer Assessment ◽  
Peer Evaluation ◽  
Practical Training ◽  
Self Assessment ◽  
Statistical Education ◽  
The Mean ◽  
Statistical Results ◽  
Pleasant Experience

In recent years there have been major changes in the structure of statistics education at the Faculty of Medicine. A major factor in this change is the increased importance of practical projects evaluated by peer evaluation. In this discussion, I describe my experience of applying peer evaluation in teaching and show results of comparison of peer evaluation and self-assessment on the same projects. The mean score of peer evaluation was 9.1, but the mean score of self-assessment 9.4. Students with lower grades had higher tendency to overestimate their own ability than students with higher grades. Peer evaluation has led to increased quality of assignments and provides students with useful practical training in presentation and interpretation of statistical results. Peer-assessment has been a pleasant experience for both students and teachers.

scholarly journals Capability development by educational technology

2021 ◽  
Author(s):  
Cedomir Gladovic
Keyword(s):  
Educational Technology ◽  
Peer Assessment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Trajectories ◽  
Capability Development ◽  
Educational Values ◽  
Self Assessment ◽  
Evaluative Judgement

The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.

scholarly journals Accreditation of Engineering Education: A Comprehensive Assessment Plan

2020 ◽  
Vol 9 (4) ◽  
pp. 646-657
Keyword(s):  
Engineering Education ◽  
Student Performance ◽  
Education Program ◽  
Technical Education ◽  
Central Feature ◽  
Academic Quality ◽  
Self Assessment ◽  
Student Centered ◽  
National Board

Considerable expansion of technical education has taken place in India. However, the quality of technical education graduates of the country is a matter of concern. To enhance the quality and standard in technical education, NBA accreditation, a process of benchmarking of academic quality of an engineering education program or diploma engineering education program by an accreditation agency, has been introduced. India is a signatory nation of Washington Accord through National Board of Accreditation. Now, accreditation has become compulsory for quality assurance, recognition of graduates globally, recognition by the stakeholders, for branding and for expansion of the program. However, very few programs have been accredited so far in India. Outcome Based Education is the central feature of accreditation which focuses on outcomes. It is a student centered approach which measures student performance or outcomes in terms of knowledge, skills, and attributes. The institutions intending to apply for accreditation are facing difficulty in preparing Self Assessment Report (SAR), especially CO- PO attainment. The purpose of this paper is to share our experiences of NBA accreditation process, especially assessment of CO and PO attainment. CO attainment is solely measured by direct measurement methods (internal and external assessments). Program Outcome attainment is calculated by both direct attainment method and indirect attainment method (various surveys). Various boards and committees formed for the preparation for accreditation are also outlined in this paper. The accreditation of two programs of our institute by NBA is an important indication of the appropriateness of the methods applied to achieve this goal. Since NBA is a member of the Washington Accord, this study may help not only local readers but also international readers having similar accreditation systems.

Enter the Feedback Loop

2019 ◽  
pp. 297-317
Author(s):  
Adam Patrick Bell
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Feedback Loop ◽  
Peer Assessment ◽  
Music Technology ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Definition Of ◽  
Meaningful Experiences

The core question that this chapter examines is how music technology in, for, and as music education should be assessed in teaching and learning contexts. Commencing with an explanation of the concept of the personal best in the context of running culture, it suggests that this approach to assessment, which incorporates self-assessment and peer-assessment, ought to be used in music education settings. The chapter then presents a rationale for delimiting the definition of “music technology” as a means of making music, before proceeding to discuss the theories of assessment that provide a framework for suggesting ways of realizing learners’ personal bests. The chapter argues that peer feedback and self-feedback are synergistic strands of the feedback loop that learners must enter to experience an authentic and complex learning environment, and that summative assessment can and should be a natural outgrowth of formative assessment. Ultimately, the aim of this approach is to construct a context in which learners of all levels and abilities can engage in meaningful experiences with music technology while providing a framework to evaluate the quality of the learning that has taken place from multiple perspectives. If teachers and learners commit to this iterative process of assessment as learning, one in which they start but do not stop, then they will have entered the feedback loop.

scholarly journals THE STUDENT PORTFOLIO - INTERACTIVE TECHNOLOGY FOR QUALITY OF THE PRACTICAL PEDAGOGICAL PREPARATION OF THE STUDENTS

2020 ◽  
Vol 17 ◽  
Author(s):  
Tiha Delcheva ◽  
Elena Georgieva
Keyword(s):  
Peer Assessment ◽  
Academic Preparation ◽  
Interactive Technology ◽  
Self Assessment ◽  
Learning Tasks ◽  
Structural Content ◽  
Creative Learning ◽  
Key Competencies ◽  
Professional Value

A model of a student portfolio for improving the quality and effectiveness of students’ pedagogical practical competencies during their practical academic preparation is presented. The structure of the model includes target, structural-content, organizational-procedural and evaluation block. Content and process of developing the learning portfolio reflects the level of formation of three key competencies of teachers: to work with others; to work with knowledge, technology and information; to work with society. The technology includes a variety of reflexive exercises, variable-creative learning tasks with a dialogic style, with a practical focus, reflexive techniques, methods, tools and forms of organization. The criteria for assessment and self-assessment are: professional-value-cognitive and professional-operational-active. The indicators are: motivational; cognitive-two-way reflexive grounded analysis/ self-analysis; peer assessment and self-assessment; variable-creative proposals.

scholarly journals Online Peer Assessment in a First Cycle University Degree – Which Challenges?

2020 ◽  
pp. 141-150
Author(s):  
Maria De Jesus C. Relvas ◽  
Maria Do Carmo Teixeira Pinto ◽  
Isolina Oliveira ◽  
Alda Pereira
Keyword(s):  
Peer Assessment ◽  
Real Life ◽  
Implementation Process ◽  
Assessment Process ◽  
Online Assessment ◽  
Digital Assessment ◽  
Assessment Tasks ◽  
Online Peer Assessment ◽  
University Degree

Authenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: (a) to identify peer assessment potentialities and constraints in first cycle university degrees; (b) to analyse the questions that are brought forward among students by the application of a scoring rubric; (c) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.

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