The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Elmir GURBANOV
Keyword(s):  
Undergraduate Students ◽  
Peer Assessment ◽  
Educational Background ◽  
Educational Process ◽  
Self Assessment ◽  
Cognitive Approach ◽  
Teachers And Students ◽  
To Come ◽  
Improved Learning ◽  
Teachers Perspectives

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers’ and students’ perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage - grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.

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.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

scholarly journals Deep oceanic submarine fieldwork with undergraduate students, an exceptional immersive experience (Minerve software)

2021 ◽  
Author(s):  
Marianne Métois ◽  
Jean-Emmanuel Martelat ◽  
Jérémy Billant ◽  
Muriel Andreani ◽  
Javier Escartin ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Active Fault ◽  
Active Tectonics ◽  
Deep Ocean ◽  
Remotely Operated Vehicle ◽  
Promising Tool ◽  
Active Tectonic ◽  
Teachers And Students ◽  
High Resolution Models ◽  
To Come

Abstract. We present the content and scripting of an active tectonic lab-session conceived for third year undergraduate students studying Earth Sciences at Observatoire des Sciences de l’Univers of Lyon. This session is based on a research project conducted on the submarine Roseau active fault in Lesser Antilles. The fault morphology is particularly interesting to map as this structure in the deep ocean is preserved from weathering. Thus high resolution models computed from Remotely Operated Vehicle videos (ROV) provide exceptional educational material to link fault morphology and coseismic displacement. This5class, composed of mapping exercises on GIS and virtual fieldwork, aims at providing basic understanding of active tectonics,and in particular active fault morphology. The work has been conducted either in a full remote configuration via 3D online models or in virtual reality (VR) in a dedicated room using the Minerve software. During the VR sessions, students were either alone in the virtual environment or participated as a full group, including the teacher (physically in the classroom or remotely, from another location), which is to our knowledge one of the first attempts of this kind in France. We discuss on the efficiency10of virtual fieldwork using VR based on feedback from teachers and students, and we conclude that VR is a promising tool to learn observational skills, subject to certain improvements which should be possible in the years to come.

scholarly journals Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 113-123
Author(s):  
Simin Sattarpour ◽  
Assef Khalili
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Needs Analysis ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Self Assessment ◽  
Significant Difference ◽  
Teachers And Students

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

scholarly journals PENILAIAN SIKAP SISWA DALAM PEMBELAJARAN KIMIA MELALUI TEKNIK SELF ASSESSMENT DAN PEER ASSESSMENT

2018 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Hairida Hairida
Keyword(s):  
Peer Assessment ◽  
Student Response ◽  
Average Score ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Assessment Technique ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Students Attitudes

Keikutsertaan siswa dalam penilaian sangat penting agar siswa memahami apa yang harus dilakukannya dalam belajar. Tujuan penelitian adalah untuk mengetahui  penggunaan teknik self dan peer assessment dalam penilaian sikap pada pembelajaran kimia adalah efektif, dan respon guru serta siswa terhadap penggunaan self assessment dan peer assessment dalam pembelajaran kimia. Metode penelitian yang digunakan adalah metode eksperimen dengan alat pengumpul data berupa lembar self assessment dan peer assessment dalam bentuk kuesioner, serta wawancara. Hasil dari penelitian disimpulkan bahwa teknik self dan peer assessment efektif digunakan untuk menilai sikap siswa  kelas X SMAN di Pontianak dalam mata pelajaran kimia.   Respon guru serta siswa terhadap self assessment dan peer assessment menunjukkan kriteria baik,  dengan perolehan skor rata-rata masing-masing  sebesar 82,4 dan 80,5.Kata kunci: penilaian sikap,  self assessment,  peer assessment Student participation in assessment is essential so that students could understand what to do in learning. The purpose of this research is to find out the use of self assesment and peer assessment technique in attitude assessment on chemistry learning is effective, and teachers' and students' response to self assessment and peer assessment in chemistry learning. The research method used in this research is experimental with self assessment sheet and peer assessment sheet in the form of questionnaire and interview as the tool for collecting data. The result concluded that self assessment and peer assessment technique is effective to evaluate 10th grader students' attitudes of  SMAN in Pontianak in chemistry subject. Teacher and student response to self assessment and peer assessment shows good criterion, with average score 82.4 and 80.5.Keywords: attitude assessment, self assessment, peer asessment

scholarly journals Using project method for the purpose of educating future music teachers

2021 ◽  
Vol 5 (S2) ◽  
pp. 387-400
Author(s):  
Helena H. Rolinska
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Educational Process ◽  
Training Process ◽  
Self Assessment ◽  
Project Method ◽  
Pedagogical Training ◽  
Teachers And Students ◽  
Short And Long Term ◽  
Project Model

The article discusses the specifics of applying project method to the educational process. The analysis of scientific materials that concern themselves with applying project method is carried out, their main principles are highlighted, and a project model is proposed. Studies conducted in the field of project method were used as materials for this work. During the research, methods of analysis, synthesis, comparison, deduction and induction were used. The research hypothesis is based on the assumption that applying project method to the training process of future music teachers will help students with improving their professional competencies, and increase the motivation to learn. The study proved that applying project method to the training process of educating future music teachers allows for better pedagogical training, motivating students to work more actively, display creativity, and identity. The project method allows students to receive skills of independent and group work, short and long-term planning, and self-assessment. General positive characteristics of applying project method to the training process of educating future music teachers proves the need to adopt this method in higher education institutions. This paper is intended for teachers and students who will implement creative projects while receiving music education.

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Teresa Michelle Pidduck ◽  
Nadia Bauer
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Peer Assessment ◽  
Accounting Education ◽  
Accounting Students ◽  
Self Assessment ◽  
Content Type ◽  
Before And After ◽  
Student Cohorts ◽  
Reflective Skills

PurposeSelf-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.Design/methodology/approachThe research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.FindingsThe findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.Originality/valueThe study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

The «Wooden Structures» Discipline Educational and Methodological Complex Development on the Basis Of Informational Intelligent System

2018 ◽  
Vol 7 (3.2) ◽  
pp. 92 ◽  
Author(s):  
Tetiana Dmytrenko ◽  
Andrii Dmytrenko ◽  
Tetyana Derkach
Keyword(s):  
Intelligent Systems ◽  
Intelligent System ◽  
Educational Process ◽  
Educational Institutions ◽  
Self Assessment ◽  
Self Testing ◽  
Teachers And Students ◽  
Complex Development ◽  
Level Of Training ◽  
Wooden Structures

This article is devoted to the problem of implementation of computer systems into the educational system, which will help higher educational institutions to increase the level of training professionals.The work analyzes the modern educational informational intelligent systems. It was figured out that they do not completely satisfy the educational process of students of construction specialties. It is proposed to develop a technical task to create an informational intelligent system which could provide teachers and students with effective provision and usage of educational material in the discipline “Wooden Structures”.The main tasks of the discipline, methods and methodologies of teaching this discipline are analyzed. On the basis of analysis the outline of the educational and methodical complex “Wooden Structures” was created.The system offers the possibility of self-testing and self-assessment of knowledge by the student, also the ability to control the process of revising course material.Informational intelligent system of the discipline, which is described in this work, has the principles of training openness and flexibility, individualization and interactivity. The system is implemented on the basis of SCORM standards and the concept of SMART-education.The principles of designing GUI interfaces were used for user interface designing and the most common model for creating the interface for the teacher (editor) and teacher with extended rights (administrator) was chosen.UML-models were used, charts of precedents were created, a database was developed during the system’s designing.Informational intelligent system of the educational and methodological complex of the discipline “Wooden structures” is based on the language of PHP-7, DBMS, Open Server, CMS Wordpress.  

scholarly journals The Effectiveness of Distance Learning (BlackBoard) in Pursuing the Educational Process at Taif University during the COVID-19 Pandemic from the .....

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Educational Process ◽  
Point Of View ◽  
Faculty Members ◽  
Master's Students ◽  
Teachers And Students ◽  
University Experience ◽  
The University ◽  
Descriptive Survey

The Kingdom of Saudi Arabia facing the Covid-19 pandemic, as it is trying with all its efforts to pursue higher education in its universities and schools through distance learning. The current research tried to investigate Taif University experience in distance learning and the effectiveness of BlackBoard in pursuing education in the light of the Covid-19 pandemic from the viewpoints of teachers and students. To achieve this goal, the descriptive survey approach was used. Two questionnaires were designed A random sample was chosen from all colleges of the University The sample consisted of (240) faculty members and 804 students. The results showed great effectiveness of BlackBoard in pursuing education from the viewpoints of faculty members, and to a very great degree from the students' point of view. No impact of the two variables (gender, rank) appeared in the viewpoints of faculty members in that effectiveness. male students’ viewpoints were higher than those of females, and the viewpoints of master's students were higher than those of undergraduate students on this effectiveness.

scholarly journals formative assessment as systematic practice in higher basic education students

2021 ◽  
Vol 8 (2) ◽  
pp. 132-140
Author(s):  
Gema Tatiana Bravo Cobeña ◽  
Lucía Atenaida Pin García ◽  
Sandra Cristina Solís Pin ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
Formative Evaluation ◽  
Basic Education ◽  
Self Regulation ◽  
Field Evaluation ◽  
Educational Process ◽  
Self Assessment ◽  
Assessment Feedback ◽  
Teachers And Students ◽  
Conceptual Maps ◽  
Teaching Learning

In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.

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