A Model for Peer and Student Involvement in Formative Course Assessment *
A Model for Peer and Student Involvement in Formative Course Assessment *
复制标题
同伴和学生参与形成性课程评估的模型*
DOI：
10.1002/j.2168-9830.1998.tb00364.x
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发表时间：
1998
影响因子：
3.4
通讯作者：
L. Leifer
中科院分区：
文献类型：
--
作者：
S. Sheppard;M. Johnson;L. Leifer
本文讨论了一个协议和基本原理同行和学生参与评估的课程在斯坦福大学机械工程。该协议是基于良好的教学实践的元素，并在期刊出版中使用的同行评审标准。在过去的两年里，它已经在九门工程课程中被“原型化”，并且被普遍认为是一种接近真实的实时监控的良好机制，为教学和学习质量控制创造了建设性的反馈。这个正在进行的项目的主要特点将被总结，包括教师的态度和所需的时间承诺。
This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in Mechanical Engineering at Stanford University. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been “prototyped” in nine engineering courses over the past two years and has generally been found to be a good mechanism for near real‐time monitoring that creates constructive feedback for teaching and learning quality control. Major features of this ongoing project will be summarized, including faculty attitudes and required time commitment.