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 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.

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

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2016 ◽  
Vol 14 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

scholarly journals PENGARUH METODE PEMBELAJARAN KWL DAN ASESMEN DIRI TERHADAP KEMANDIRIAN BELAJAR DAN KETERAMPILAN MEMBACA WACANA BAHASA BALI PADA SISWA KELAS XI MIPA SMA NEGERI 1 SINGARAJA

2019 ◽  
Vol 9 (1) ◽  
pp. 45-57
Author(s):  
I P Widhi Astika ◽  
AAIN Marhaeni ◽  
I G Lanang Agung Parwata
Keyword(s):  
Conventional Method ◽  
Interaction Effect ◽  
Random Sampling ◽  
Peer Assessment ◽  
The Self ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran KWL (Know-Want-Learn) dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Penelitian ini dilakukan dalam bentuk kuasi eksperimen menggunakan rancangan faktorial 2x2. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Singaraja yang berjumlah 282 dan sampel diambil menggunakan random sampling yaitu siswa kelas XI MIPA 1, 2, 6, dan 9 dengan jumlah 124 orang. Data penelitian yang berupa skor kemandirian belajar dan skor keterampilan membaca dikumpulkan menggunakan kuesioner dan tes. Data dianalisis menggunakan MANOVA dua jalur. Hasil analisis menunjukkan (a) kemandirian belajar, dan (b) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL lebih tinggi daripada siswa yang mengikuti pembelajaran dengan metode konvensional pada siswa yang menggunakan asesmen diri, (c) kemandirian belajar, dan (d) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL dan siswa yang mengikuti pembelajaran dengan metode konvensional tidak berbeda secara signifikan pada siswa yang menggunakan asesmen sejawat (e) terdapat pengaruh KWL berbantuan asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (f) tidak terdapat pengaruh KWL berbantuan asesmen sejawat terhadap kemandirian belajar dan keterampilan membaca, (g) tidak terdapat pengaruh asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (h) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap kemandirian belajar, (i) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap keterampilan membaca, dan (j) terdapat pengaruh interaksi secara simultan antara KWL dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Kata kunci: Asesmen Diri, Kemandirian Belajar, Keterampilan Membaca, KWL (Know-Want-Learn). AbstractThe study aimed to know the effect of KWL method and self-assessment toward self regulated learning and reading competency. This study was quasi-experimental which design was factorial 2x2. The population of this study were the students in XI MIPA at SMA Negeri 1 Singaraja with total number of 282, and the samples were obtained by using random sampling, they were XI MIPA 1, 2, 6, and 9 with the total number of 124 students. The data in the form of self regulated learning scores and reading competency scores were obtained by using questionnairs and test. The data obtained were analyzed by using two-way MANOVA. The data analysis showed that (a) self regulated learning, and (b) students’ reading competency of students who follow the learning with KWL method is higher that the students who follow the conventional method to the students who use the self-assessment, (c) self regulated learning, and (d) students’ reading competency of students who follow the learning with KWL method had not significant difference than the students who follow the conventional method to the students who use peer-assessment, (e) KWL with self-assessment affected the raising of self regulated learning and reading competency, (f) KWL with peer-assesment did not affect the raising of self regulated learning and reading competency, (g) self-assessment did not affect the raising of self regulated learning and reading competency, (h) there was interaction effect between KWL and self-assessment toward self regulated learning, (i) there was interaction effect between KWL and self-assessment toward reading competency, (j) there was interaction effect simultaneously between KWL and self-assessment toward self regulated learning and reading competency. Keywords: KWL, Reading Competency, Self-Assessment, Self Regulated Learning.

scholarly journals Perbedaan Self Assessment dan Peer Assessment Terhadap Kompetensi Pemasangan Infus Ditinjau dari Motivasi

2014 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Aan Devianto ◽  
AA. Soebiyanto ◽  
Hari Wujoso
Keyword(s):  
Nursing Education ◽  
Learning Process ◽  
Quantitative Research ◽  
Peer Assessment ◽  
Assessment Methods ◽  
Self Assessment ◽  
Treatment Groups ◽  
Significant Difference ◽  
Assessment Of Competence ◽  
Level Of Motivation

Background: There are different assessment methods that aim to evaluate the learning process of students, such as formative or summative methods. The assessment methods that are still rarely used in nursing education are self-assessment and peer assessment. Therefore, in order to determine whether these methods have advantages or disadvantages, investigation is needed. The research that is conducted with these methods is a research on the competencies on infusion installment that is also assessed from the students’ motivation to follow the learning process. Subjects and Methods : This research is a quantitative research using true experimental approach. The population is the students. The samples are obtained by using random sampling. The independent variables in this study are a self -assessment, peer assessment and motivation, while the dependent variable is the infusion installment competency. There are three purposes of this study. The first is to analyze the differences in self-assessment and peer-assessment of infusion installment competence. The second is to analyze the differences of motivation on infusion installment competence. The last is to analyze the interaction between the assessment of the competence models and the level of motivation on infusion installment. Two-path analysis of variance (ANOVA) was used to test statistical data. Results: The results showed that there were significant differences between self-assessment and peer-assessment of competence on infusion installment with the results of p= 0.000. Other results also showed a significant difference between high motivation and low motivation on infusion installment competence with the results of p= 0.002. In addition to that, the statistical test also showed the interaction between the models of the assessment and the motivation on infusion installment competence with p = 0.000. Additionally, there are also some treatment groups that were not significant with p= scores > 0.05.

scholarly journals A comparative study of the effects of self-assessment and peer feedback on literature students’ oral production

2020 ◽  
Vol 10 (5) ◽  
pp. 7-27
Author(s):  
Mahmoud Azizi ◽  
◽  
Roman Kralik ◽  
Lucia Petrikovicova ◽  
Hedviga Tkáčová ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Peer Feedback ◽  
The Self ◽  
Word Choice ◽  
Recording Device ◽  
Oral Performance ◽  
Self Assessment ◽  
Feedback Group ◽  
Efl Learners ◽  
Significant Difference

Introduction. The purpose of the current study is to investigate self-assessment and peer feedback as two helpful strategies for facilitating teaching and learning in language classrooms and to investigate the effects of these techniques on EFL learners' oral performance. Materials and Methods. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were two groups of five EFL learners who were called self-assessment group and peer feedback group. The self-assessment and peer feedback techniques were incorporated to the self-assessment and peer feedback group respectively. There were a pretest and posttest sessions and four sessions of treatment were between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via recording device and then it was transcribed for further analysis. Some parts of the data were also analyzed qualitatively. Results. The findings of the present study showed that both techniques are helpful in different aspects of oral performance. Self-assessment had significant effects on the use of correct error- free clauses, subject verb agreement, word choice and tense consistency and also the features of fluency and organization. Conclusions. Peer feedback also improved the use of error-free clauses and fluency but not the other items. But there is no significant difference between the two techniques.

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.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

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