• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Information Technology Based Higher Education and Training >Should Higher Education encourage the use of Intergroup Peer Assessment among students?
【24h】

Should Higher Education encourage the use of Intergroup Peer Assessment among students?

机译：高等教育应该鼓励学生使用杂交同伴评估吗？

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Peer Assessment is an integral component for promoting active learning in Higher Education. It helps in facilitating an effective and collaborative learning environment among students. It offers students a platform to learn from each other by receiving and giving critical feedback. A lot of researches have focused on the use of peer assessment in the grading of individual contributions of students in group works but very few studies have investigated the use of group peer assessment. This paper explores the effectiveness of intergroup peer assessment using a case study of the MSc Engineering Management programme at York (UK). An intergroup peer assessment element was introduced for the academic year 201819 in one of the modules called `Enterprise'. 11 groups participated in the grading of other groups. Several benefits associated with intergroup peer assessment are discussed which includes reduction in biased grades, multiple perspectives and views within a team, improvement in team coordination and dynamics and a better understanding of academic grades and feedback process. The findings also highlight some limitations with this method of peer assessment such as conflicts among members, lack of engagement, management of contradictory views, time management and varying level of criticality and understanding of grading parameters. Despite these limitations, intergroup peer assessment does have potential in facilitating active learning and critical thinking among students. Its use should be encouraged perhaps in formative exercises in order to build and strengthen team relations and coordination among students.
机译：同行评价是高等教育促进主动学习的一个不可分割的组成部分。它有助于促进学生之间的有效和协作学习的环境。它通过接收并给予批评性意见，为学生提供了一个平台，相互学习。大量的研究都集中在学生组的作品，但很少有研究个人缴费分级使用同行评审的研究已经使用组互评的。本文探讨了群体间的互评的使用在约克（英国）的硕士工程管理程序的案例研究的有效性。一个群体间的互评元素是在所谓的'企业”的一个模块推出学年201819。 11组参加了其他群体的分级。与群体间的互评相关的几个好处进行了讨论，其中包括减少偏向档次，多角度和团队内部的意见，改善团队协作和动态，更好地理解学术成绩和反馈的过程。这些发现还突出显示与同行评审的这种方法的一些限制，例如成员之间的冲突，缺乏接合的，矛盾的观点，时间管理管理和临界的高度变化和分级参数的理解。尽管有这些限制，组间互评的确有利于主动学习和学生的批判性思维的潜力。它的使用或许应该在形成性练习，以建立和加强学生的团队关系和协调予以鼓励。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号