Peer Assessment Topping, Keith J.
Theory into practice,
20/1/1/, Letnik:
48, Številka:
1
Journal Article
Recenzirano
Peer assessment is an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners. Products to be assessed can include ...writing, oral presentations, portfolios, test performance, or other skilled behaviors. Peer assessment can be summative or formative. A formative view is presented here, in which the intent is to help students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop metacognitive and other personal and professional skills. Peer feedback is available in greater volume and with greater immediacy than teacher feedback. A peer assessor with less skill at assessment but more time in which to do it can produce an assessment of equal reliability and validity to that of a teacher. This article describes effective approaches to peer assessment and encourages teachers to incorporate it into their practice.
Trends in Peer Learning Topping, Keith J.
Educational psychology (Dorchester-on-Thames),
12/2005, Letnik:
25, Številka:
6
Journal Article
Recenzirano
Developments in forms of peer learning 1981-2006 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, ...together with questions of implementation integrity and consequent effectiveness and cost-effectiveness. Benefits to helpers are now emphasised at least as much as benefits to those helped. In this previously under-theorised area, an integrated theoretical model of peer learning is now available. Peer learning has been extended in types and forms, in curriculum areas and in contexts of application beyond school. Engagement in helping now often encompasses all community members, including those with special needs. Social and emotional gains now attract as much interest as cognitive gains. Information technology is now often a major component in peer learning, operating in a variety of ways. Embedding and sustainability has improved, but further improvement is needed.
Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. ...Strengths and weaknesses of each study are considered and issues are raised. Variables in peer assessment needing further exploration are extricated – in sample definition, specification of type of peer assessment, organisational nature of the intervention, and the measures which are used to evaluate change. It is suggested that further experimental and quasi-experimental studies are necessary to contrast one or two of these variables at a time.
The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the ...effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.
This study aimed to uncover hidden factors influencing online teaching in Iran. In-depth semi-structured virtual interviews were conducted to understand English as a Foreign Language teachers' ...perceptions of online teaching in a state university located in an economically deprived province of the country. Data were analysed thematically, resulting in a number of sub-themes representing both benefits and drawbacks. In turn, the sub-themes were grouped under the following major themes; the impact other of the sudden transition to online education, financial influences, technology influences, and teacher self-efficacy. Despite the advantages of online teaching, there were a number of identified challenges, some beyond teachers' control, and some within. No evidence was found of interventions aimed at reducing the impacts of the challenges. Economic sanctions, strict restrictions on online activities, and technological limitations made effective online teaching extremely difficult, therefore demonstrating that shifts in government policy and resourcing, plus innovative methods of teaching and digital interventions, were needed.
This paper presents a psychological model of intergenerational tutoring, which applies to both helpers and those who are helped. It shows how fully formed intergenerational tutoring can operate, and ...can thus identify gaps. These gaps can be addressed and some filled by learning partners, perhaps with help from professionals or more experienced partners. Sixteen elements are identified, the first two in sequence, then five with equal weight, then nine in sequence. The model is a template for monitoring intergenerational interactions as they are happening. It also forms a tool for self-assessment/peer assessment. Additionally, it may help in designing intergenerational tutoring.
Measuring the implementation fidelity (IF) or integrity of interventions is crucial, otherwise a positive or negative outcome cannot be interpreted. Direct and indirect methods of IF measurement tend ...to over-emphasize teacher behaviour. This paper focuses on IF measured by student behaviour collected through computers. Attainment was measured by the STAR test of maths (a computerized item-banked adaptive norm-referenced test). Implementation quality (IF) was measured by Accelerated Maths (AM) (an instruction-free personalized practice and progress-monitoring system in mastery of mathematics skills). Attainment data was gathered in the UK on 20,103 students in 148 schools, and of these implementation data on n = 6,285. Only a small percentage of pupils scored on five AM implementation indices at or above the levels recommended. Correlations between attainment and implementation indices were modest, but high implementation was positively correlated with high attainment. Socio-economic status did not appear to affect implementation or attainment. Implementation quality of AM is clearly a problem in the UK, and needs improvement. However, overall students still scored above average on attainment.
This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid‐19 pandemic, and also educational games, ...computer‐supported cooperative learning (CSCL) and computer‐assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non‐school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was the most effective, with games and CSCL coming after blended learning, but of course CAI was not searched for and these were not widely used outside of schools. Primary and early years/kindergarten were most effective (87% better) and secondary/high next (80%). Although science and mathematics were the most popular subjects, English as a foreign language interventions were the most effective, then writing and STEM, thinking, arts/music, humanities, health and science, reading and maths, foreign languages and English in that order. Overall, females did better than males. ‘Low ability’ children and second language learners did especially well. Disadvantaged and special educational needs/disabled students did slightly worse. Self‐efficacy was highly related to better outcomes. The limitations/strengths of the research were discussed and linked back to previous literature, a critical analysis made, and detailed implications for practitioners, policy makers and future researchers outlined. Digital technology's main advantage may be the possibility for enhanced task flexibility and learner autonomy, encouraging greater self‐regulation. However, this may not be an advantage for all students.
Early language development predicts later reading competence, but does reading to young children enhance the language interaction between them and their parents? Automatic assessment of language ...interaction now yields adult word counts, conversational turn counts and child vocalization counts. This study had 98 families return reading activity logs for a day coinciding with automatic language analysis, and of these, 36 reported reading with their children aged 26–61 months on that day. Reading periods yielded much higher adult word counts and conversational turns than non-reading periods, indicating a greater degree of parent–child language engagement and interaction during reading periods. Such differences were not evident in child vocalization. Adult word counts and conversational turns were high during reading for both high and low education level mothers. Gender effects during reading were evident for adult word counts (but not conversational turns or child vocalization), indicating greater adult word counts with male children. These results have important implications for practical action by parents.
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