Changing the marks-based culture of learning through peer-assisted tutorials
Changing the marks-based culture of learning through peer-assisted tutorials
复制标题
通过同伴辅助辅导改变基于分数的学习文化
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
A. Field
中科院分区：
文献类型：
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作者：
E. Alpay;P. S. Cutler;S. Eisenbach;A. Field
我们描述和评估的方法，以学生的学习，旨在灌输一种文化的形成性评估的基础上，同伴辅助学习。这个想法是让合格的本科生协助进行每周一次的第一年辅导。他们标记提交的工作，提供书面和口头反馈，并在教程中领导解决问题的讨论。然而，与正常做法相反，他们所给的分数并不计入学生的年终总成绩;所有辅导工作基本上都是自愿的。我们报告的结果，该计划在一个领先的学术机构的工程系在12个月内的试点实施。该计划是这样的比较和三角评估是可能的学生和导师团队。结果显示，学生出勤率、提交率和每周练习或年终考试成绩没有明显下降。还发现了对同侪导师的重要好处。
We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students’ end-of-year total; all tutorial work becomes essentially voluntary. We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found.