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 Implementing Peer Assessment in a Russian University ESP Classroom

2015 ◽  
Vol 1 (4) ◽  
pp. 63-73 ◽  
Author(s):  
Olga Stognieva
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Assessment Process ◽  
Peer Evaluation ◽  
Oral Performance ◽  
Self Evaluation ◽  
Professional Environment ◽  
Assessment Strategies

In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. Peer assessment may be a way to solve this problem. In this paper, it is researched how peer assessment could be applied to higher education and the effect of using this form of assessment on the quality of learning. The methodology to investigate the effect of peer assessment as a part of the learning process includes literature observation, case study, developing protocols and marking criteria rules for peer assessment, examples of peer assessment strategies and activities. The results of the research demonstrate that peer assessment methods of either written or oral performance can trigger a deeper involvement of students both in the learning and in the assessment process, keep motivation up and develop some qualities essential for future professional life. Therefor peer assessment could be effectively integrated in the course of ESP at the Moscow Higher School of Economics.

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 Falacias sobre el valor p compartidas por profesores y estudiantes universitarios

2017 ◽  
Vol 16 (3) ◽  
pp. 1
Author(s):  
Laura Badenes-Ribera ◽  
Dolores Frias-Navarro
Keyword(s):  
College Students ◽  
Statistical Significance ◽  
Psychological Research ◽  
Practical Significance ◽  
P Value ◽  
P Values ◽  
Statistical Education ◽  
The Mean ◽  
Estudiantes Universitarios

Resumen La “Práctica Basada en la Evidencia” exige que los profesionales valoren de forma crítica los resultados de las investigaciones psicológicas. Sin embargo, las interpretaciones incorrectas de los valores p de probabilidad son abundantes y repetitivas. Estas interpretaciones incorrectas afectan a las decisiones profesionales y ponen en riesgo la calidad de las intervenciones y la acumulación de un conocimiento científico válido. Identificar el tipo de falacia que subyace a las decisiones estadísticas es fundamental para abordar y planificar estrategias de educación estadística dirigidas a intervenir sobre las interpretaciones incorrectas. En consecuencia, el objetivo de este estudio es analizar la interpretación del valor p en estudiantes y profesores universitarios de Psicología. La muestra estuvo formada por 161 participantes (43 profesores y 118 estudiantes). La antigüedad media como profesor fue de 16.7 años (DT = 10.07). La edad media de los estudiantes fue de 21.59 (DT = 1.3). Los hallazgos sugieren que los estudiantes y profesores universitarios no conocen la interpretación correcta del valor p. La falacia de la probabilidad inversa presenta mayores problemas de comprensión. Además, se confunde la significación estadística y la significación práctica o clínica. Estos resultados destacan la necesidad de la educación estadística y re-educación estadística. Abstract The "Evidence Based Practice" requires professionals to critically assess the results of psychological research. However, incorrect interpretations of p values of probability are abundant and repetitive. These misconceptions affect professional decisions and compromise the quality of interventions and the accumulation of a valid scientific knowledge. Identifying the types of fallacies that underlying statistical decisions is fundamental for approaching and planning statistical education strategies designed to intervene in incorrect interpretations. Therefore, the aim of this study is to analyze the interpretation of p value among college students of psychology and academic psychologist. The sample was composed of 161 participants (43 academic and 118 students). The mean number of years as academic was 16.7 (SD = 10.07). The mean age of college students was 21.59 years (SD = 1.3). The findings suggest that college students and academic do not know the correct interpretation of p values. The fallacy of the inverse probability presents major problems of comprehension. In addition, statistical significance and practical significance or clinical are confused. There is a need for statistical education and statistical re-education.

scholarly journals From classroom to online teaching: experiences in improving statistics education

2003 ◽  
Vol 7 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Anne Porter ◽  
David Griffiths ◽  
John Hedberg
Keyword(s):  
Online Teaching ◽  
Statistics Education ◽  
Classroom Teacher ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning To Learn ◽  
Online Delivery ◽  
Statistical Education ◽  
Classroom Activities

This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom.

scholarly journals Evaluation of opinion of the Yazd dental graduates about training on the composite restorations in the year 2017

2019 ◽  
Author(s):  
Abdolrahim Davari ◽  
Ali reza Daneshkazemi ◽  
Zahra Sedaghati Jahromi3
Keyword(s):  
Descriptive Study ◽  
Dental School ◽  
P Value ◽  
Practical Training ◽  
Composite Restorations ◽  
Significant Difference ◽  
Field Information ◽  
The Mean ◽  
Knowledge And Attitude

Introduction: Today, the use of dental-colored composites has become very popular. Understanding the basics and technical sensitivity has led to the use of these materials with many challenges. The purpose of this study was to evaluate the viewpoints of Yazd dental graduates regarding the training of composite restorations in 2017. Methods: In this descriptive study, field information was distributed through a questionnaire among 202 graduates of Yazd Shahid Sadoughi Dental School that graduated in the last three years. The collected data were analyzed by SPSS 16 software using Kruskal–Wallis and Mann-Whitney exact tests. Results: Out of 202 distributed questionnaires, 181 graduates answer to them and the mean score of awareness among the participants was 8.50 from the total score of 16. The mean score of attitude was 16.96 ± 4.51 from the total score of 30. The mean scores of knowledge and attitude among different groups based on the year of graduation, age and input quota was done. There was no statistically significant difference among the mentioned groups (P-value> 0.05). The main problem of the participants was isolation composite restorations (60%) and proper proximal contact (49%). Conclusion The results of this study indicate that the newly graduated students are not satisfied with the quantity and quality of theoretical and practical training in the field of composite restorations. Also, in the field of practical problems during dentists' treatment, major problems were related to inappropriate proximal contacts, marginal edentulous fractures, and restored tooth sensitivity.  

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>

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 PAR Evaluation of Treated Class I Extraction Patients

2008 ◽  
Vol 78 (2) ◽  
pp. 270-274 ◽  
Author(s):  
Karina Maria Salvatore Freitas ◽  
Daniel Salvatore Freitas ◽  
Fabrício Pinelli Valarelli ◽  
Marcos Roberto Freitas ◽  
Guilherme Janson
Keyword(s):  
Treatment Time ◽  
Peer Assessment ◽  
High Standard ◽  
Class I ◽  
Par Index ◽  
Treatment Changes ◽  
The Mean ◽  
Dental Casts ◽  
Peer Assessment Rating

Abstract Objective: To evaluate treatment changes and quality of finishing occlusion in Class I patients treated with four premolar extractions. Material and Methods: Dental casts of 94 subjects (50 males and 44 females) were evaluated. Mean pretreatment age was 13.46 years, and mean treatment time was 2.09 years. The peer assessment rating (PAR) index was obtained from pretreatment and posttreatment dental casts. Results: The mean pretreatment PAR index of 29.46 was reduced to 6.32 at posttreatment stage, achieving a reduction of 78.54% with treatment. There was correlation between the initial PAR and correction during treatment, that is, the more severe the malocclusion the greater the treatment changes. Conclusion: The cases evaluated showed a high-standard orthodontic finishing.

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.

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.

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