But I'm No Expert! Peer Assessment by First-Year Psychology Undergraduates

2010 ◽  
Vol 9 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Barbara Kingsley
Keyword(s):  
Peer Assessment ◽  
First Year

scholarly journals The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

Peer assessment in first year university: How the students feel

2004 ◽  
Vol 30 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Patricia McLaughlin ◽  
Nicholas Simpson
Keyword(s):  
Peer Assessment ◽  
First Year ◽  
First Year University

Peer assessment among first year medical students in anatomy

2013 ◽  
Vol 7 (2) ◽  
pp. 144-152 ◽  
Author(s):  
John Spandorfer ◽  
Tanya Puklus ◽  
Victoria Rose ◽  
Mithaq Vahedi ◽  
Lauren Collins ◽  
...  
Keyword(s):  
Medical Students ◽  
Peer Assessment ◽  
First Year ◽  
First Year Medical Students

scholarly journals Member Perceptions as a Parsimonious Representation of Collaboration Viability

2018 ◽  
Author(s):  
Benjamin Heslop ◽  
Kylie Bailey ◽  
Jonathan Paul ◽  
Liz Stojanovski
Keyword(s):  
Engineering Students ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Empirical Support ◽  
Assessment Instrument ◽  
First Year ◽  
Rater Bias ◽  
Assessment Data ◽  
Student Responses ◽  
Systems Perspective

The PILAR model provides a dynamical systems perspective on collaboration. Two studies are performed using peer assessment data, both testing empirical support for the five Pillars (prospects, involved, liked, agency, respect) that constitute member’s perceptions of collaboration viability. The first study analyses peer-assessment data collected online from 458 first-year engineering students (404 males; 54 females). A nine-item instrument was inherited from past year’s usage in the course, expanded with four additional items to elaborate upon the agency and liked Pillars. Exploratory factor analysis was conducted on student responses to test whether they thematically aligned to constructs consistent with the five Pillars. As anticipated, twelve of the thirteen items grouped into five components, each aligned with a Pillar, providing empirical evidence that the five Pillars represent perceptions of collaboration. The second study replicated the first study using a retrospective analysis of 87 items included in the Comprehensive Assessment of Team Member Effectiveness (CATME) peer-assessment tool. The associated factor analyses resulted in five components and conceptual alignment of these components with Pillars was evident for three of five CATME components. We recommend a peer-assessment instrument based upon PILAR as potentially more parsimonious and reliable than an extensive list of behaviours, such as employed by CATME. We also recommend including items that target inter-rater bias, which is aligned with the liked Pillar, that instruments such as CATME exclude.

scholarly journals Editorial: JUTLP Issue 16.5

2019 ◽  
Vol 16 (5) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Peer Assessment ◽  
Deep Understanding ◽  
University Teaching ◽  
First Year ◽  
The Us ◽  
Heated Debate

Welcome to the final issue of the Journal of University Teaching and Learning Practice for 2019. In this issue we have papers from Finland, the US, Ecuador, Thailand and Australia covering a range of topics and approaches exploring university teaching and learning practice. Evaluating an intervention into students’ wellbeing and organising strategies in Finland, Asikanen, Kaipainen and Katajavouri provides evidence that pharmacy students undertaking a 7 week online course designed to promote psychological flexibility had a positive impact on their study behaviors during the intervention. Addressing issues of engagement in first year, Kearney makes the case for his Authentic Self and Peer Assessment for Learning (ASPAL) Model as a particular kind of transition pedagogy that engages students in the development of a deep understanding of assessment expectations and standards of performance. Also focused on student transition, Pattanaphanchai reports on students’ learning achievement and their positive perceptions of the flipped classroom in an introductory computing class in Thailand. Dealing with contentious content in first year, Ford, Bennett and Kilmister report on a study they conducted into pedagogical models in a large first year history subject that services teacher education students and had its own history of heated debate and conflict when exploring the ANZAC mythologies. Considering how content transforms perceptions and values, Njoku reports on a longitudinal evaluation of the use of learner-centred teaching and its impact on learning outcomes in an undergraduate rural public health course in the US. And finally, Freyn introduces the pedagogical strategies used in a LGBTQ literature course in Ecuador, and reports on the results of a phenomenological study of its impact on the participants’ agency in terms of advocacy and support for the LGBTQ community.

scholarly journals Editorial

2014 ◽  
Vol 11 (3) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Professional Learning ◽  
Peer Assessment ◽  
Health Sector ◽  
Authentic Assessment ◽  
The United States ◽  
First Year ◽  
Academic Literacies ◽  
Authentic Self ◽  
Convincing Argument ◽  
Digital Era

In the final issue of 2014 I am delighted to be welcoming papers from across the world, with contributions from Australia, New Zealand, the United States and Europe. The papers cover a range of contemporary topics including learning in the digital era; supporting students in their academic literacies; first year experiences and an area close to my heart – authentic assessment. In the first paper by Kearney and Perkins, we look at engaging students in their assessments. They have developed a model to foster Authentic Self and Peer Assessment for Learning (ASPAL) which has shown success in both the design and facilitation of assessments. They acknowledge the complexities of adopting authentic assessment but provide a convincing argument that the effort is worthwhile. The second paper, by De Jong and colleagues, also keeps the authentic practice theme going. These authors investigate lifelong learning in the public health sector finding that a blended approach to professional learning that is based on authentic problem based learning is a highly effective way to encourage learning.

Levering Critical Collaboration

2017 ◽  
pp. 169-187 ◽  
Author(s):  
Alexandra Lara Crosby ◽  
Adam C. Morgan
Keyword(s):  
Critical Thinking ◽  
Group Work ◽  
Design Thinking ◽  
Assessment Tool ◽  
Peer Assessment ◽  
First Year ◽  
Collaborative Processes ◽  
Interdisciplinary Design ◽  
University Of Technology ◽  
The University

This chapter presents an intervention in Design Thinking, a first year interdisciplinary design subject at the University of Technology Sydney. Over two iterations of this subject, researchers reframed the ‘group work' component as critical collaboration, drawing from the momentum in the design professions for more participatory and collaborative processes and the increasing acknowledgement of design as being critical to sustainable human futures. The online self and peer assessment tool SPARKPlus was used to change the way students approached collaboration and then reflected on it following their experiences. In this model, self and peer assessment is used as a leaver to encourage critical thinking about collaboration, rather than as a hammer to enforce participation.

Student perceptions and attitudes towards the use of Facebook to support the acquisition of Japanese as a second language

2018 ◽  
Vol 8 (2) ◽  
pp. 217-237
Author(s):  
Niamh Kelly
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Perceptions ◽  
Language Learners ◽  
Student Attitudes ◽  
Peer Assessment ◽  
First Year ◽  
Lexical Knowledge ◽  
Perceptions And Attitudes ◽  
Core Language

Abstract Linking Second Language Acquisition theories with a theoretically-grounded socio-constructivist pedagogical approach, this paper documents the attitudes and perceptions of first year language learners using social media (Facebook) as part of their core language module in an Irish university. Results from this study would indicate that while students acknowledge that it can support the acquisition of language, particularly grammatical and lexical knowledge, this does not necessarily mean students like it as a learning tool. Student attitudes are analysed to see if there is evidence of the major tenets of a socio-constructivist pedagogy. The analyis suggest that it supports some such tenets, namely peer-learning, student engagement, collaborative and contextualised learning. There is little evidence that it supports the tenets of motivation, self and peer assessment and a learner-centred approach.

Peer assessment in large undergraduate classes: an evaluation of a procedure for marking laboratory reports and a review of related practices

2011 ◽  
Vol 35 (2) ◽  
pp. 178-187 ◽  
Author(s):  
Judy R. Harris
Keyword(s):  
Best Practice ◽  
Peer Assessment ◽  
Scientific Discipline ◽  
First Year ◽  
Excellent Correlation ◽  
Staff Time ◽  
Reliable Tool ◽  
Laboratory Report

This study provides evidence that peer marking can be a reliable tool for assessing laboratory reports in large cohorts. It was conducted over a 4-yr period with first-year undergraduates (∼180 students/cohort) taking a mammalian physiology course, but the procedure adopted would be applicable to any other laboratory-based discipline. The process was found to be efficient in staff time, enabling a summative practical report to be marked in <1 h (<5% of the time that had previously been required for staff marking), facilitating rapid feedback to students on their performance. When samples of the peer-assessed reports were marked by a single member of staff, there was excellent correlation between peer and staff marks ( r = 0.96–0.98), although peer-awarded marks exceeded staff marks by an average of 2.5–3.0%. The validity of peer marking was independent of both the sex of the marker and the staff score awarded to the marker for the same piece of work. Feedback from students was largely positive; they reported that the procedure adopted was effective in increasing their understanding of the underlying physiology and contributed to their understanding of best practice in presenting a laboratory report. Seventy percent of students agreed that it was acceptable for peer assessment to contribute a small (up to 5%) component of the overall mark for the course. The results are discussed in relation to other reports of peer marking, particularly when used to assess an academic product or process in a scientific discipline.

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