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首页> 外文会议>International Conference on Information Technology Based Higher Education and Training >Reflecting Peer Reviews in Inquiry Based Learning Scenarios An Analysis of Peer Feedback Levels and their Implementation
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Reflecting Peer Reviews in Inquiry Based Learning Scenarios An Analysis of Peer Feedback Levels and their Implementation

机译：基于查询的学习情景中反映了对等评论的对等反馈级别及其实施分析

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摘要

In an inquiry-based learning scenario where students write a scientific paper in an interuniversity learning group, they also assess and feedback each others' work through a Peer Review process. The paper aims to explore the relation between the received peer feedback and the final performance of students' papers. In a qualitative study, the submitted work of 39 students in 13 groups were compared with their final version after the Peer Review to see how students consider reviews. Founding 337 comments in 78 reviews, an average of 41% of feedback was incorporated in final papers. Results show that the Peer Review process increased the papers' overall performances by 13,2%, ranging from zero to 25%. Groups with relatively high feedback incorporation rates of 60% or more were more likely to improve and score above average in their final evaluation. The level of improvement is not only dependent on how and to what extent the peers' comments and suggestions are implemented. As other research showed before, we've seen that it is as helpful for the students to analyze their peer's papers in order to improve their own. Moreover, group dynamics and clear schedules are other important factors for the students to effectively improve their papers and learn from each other.
机译：在基于查询的学习情景中，学生在一家环境学习集团写一个科学论文，他们还通过同行评审过程评估和反馈彼此的工作。本文旨在探讨收到的同行反馈与学生论文的最终表现之间的关系。在一个定性的研究中，在同行评审后，将39名学生的39名学生提交的工作与他们的最终版本进行比较，看看学生如何考虑评论。创始337条评论分为78条评论，平均41％的反馈中纳入最终文件。结果表明，同行评审过程将纸张的总体表现提高13,2 ％，从零到25 ％。具有相对较高的反馈率的群体在最终评估中更容易改善和得分高于平均水平。改善程度不仅取决于如何以及在多大程度上实施了同行评论和建议。随着其他研究之前，我们已经看到，学生分析他们的同伴的论文是有用的，以便改善自己的论文。此外，组动态和清晰的时间表是学生有效改善论文并彼此学习的其他重要因素。

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