A PEER ASSESSMENT EXPERIENCE WITH REGULATORY FEEDBACK FOR THE CREATION OF KNOWLEDGE PILLS IN VIDEO FORMAT BY STUDENTS

The vast majority of studies and literature relating to peer assessment has focused on university level students. Proponents of peer assessment (PA) argue that the active involvement of students in the creation of assessment criteria, ongoing feedback, and the opportunity to grade and be graded by their peer group leads to greater understanding and ownership of the learning process. Critics of the process point to students’ reluctance and lack of ability to effectively engage in the process of assessment. Limited knowledge and a lack of confidence in their ability could result in the assessment element of PA being a step too far for high school students. Involving students in the creation of assessment criteria and the giving and receiving of feedback are, however, elements of PA that can be adopted for use in high school English classes in Japan. ピアアセスメント（生徒相互評価）に関する研究や考察は大学レベルの生徒に焦点が当てられているものが大多数である。ピアアセスメントの肯定論者は、生徒自身が積極的に評価基準の作成に関わること及びフィードバックの生徒間相互付与が、学習過程における理解深化及び積極性を高めるのに非常に有効であると主張し、否定論者は限られた知識及び自身の能力に対する自信の欠如を挙げ、生徒の非積極性と評価基準作成に対する能力の欠如を指摘する。本論では、評価基準作成における生徒の参加、フィードバックの相互付与といったピアアセスメントの要素の、高等学校英語授業における有効性について述べる。

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Artistic activities and creativity in argentinian school-age children

International journal of psychological research ◽

10.21500/20112084.735 ◽

2012 ◽

Vol 5 (2) ◽

pp. 40-48 ◽

Cited By ~ 2

Author(s):

Gabriela Krumm ◽

Viviana Lemos

Keyword(s):

Creative Thinking ◽

Peer Assessment ◽

School Age Children ◽

School Age ◽

Self Assessment ◽

Personality Scale ◽

Parental Assessment ◽

Creative Personality ◽

The Creation

This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).

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Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.

Journal of University Teaching and Learning Practice ◽

10.53761/1.11.3.2 ◽

2014 ◽

Vol 11 (3) ◽

pp. 4-18

Author(s):

Sean P. Kearney ◽

◽

Tim Perkins ◽

Keyword(s):

Peer Assessment ◽

Peer Feedback ◽

Authentic Assessment ◽

Learning Model ◽

Assessment For Learning ◽

Specific Model ◽

Authentic Self ◽

Assessment Tasks ◽

The Creation

In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.

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The role of affect in feelings of obligation

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002449 ◽

2020 ◽

Vol 43 ◽

Author(s):

Stefen Beeler-Duden ◽

Meltem Yucel ◽

Amrisha Vaish

Keyword(s):

Positive Emotions ◽

The Creation ◽

Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

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