Comparative judgement and the hierarchy of students’ choice criteria
Comparative judgement and the hierarchy of students’ choice criteria
复制标题
比较判断和学生选择标准的层次
DOI：
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发表时间：
2021
影响因子：
0.9
通讯作者：
Mark MacLean
中科院分区：
文献类型：
--
作者：
Jennifer Palisse;Deborah Martina King;Mark MacLean
有越来越多的兴趣使用比较判断作为同行评估工具，让学生选择两件作品中的“更好”。然而，通过比较判断进行的同伴互评对学生的学习是否有效还没有得到证实。为了更好地理解比较判断过程，我们研究了学生如何在受控环境中形成成对判断。我们分析了本科生在比较其他学生的数学解决方案时的有声思考评论。学生用来告知他们的成对选择的标准包括，解决方案有多容易遵循，它是否准确，使用哪种方法，以及如何呈现。这些选择标准被认为是分层的性质，学生通常利用一套主要的标准，以帮助形成判断。当这不能区分两个解决方案时，学生们继续他们的标准列表，直到形成判断。
There is a growing interest in using comparative judgement as a peer assessment tool involving students choosing the ‘better’ of two pieces of work. However, it has not been shown whether peer assessment through comparative judgement is effective for students’ learning. To gain a better understanding of the comparative judgement process, we investigated how students form pairwise judgements in a controlled setting. We analysed undergraduate students’ think-aloud comments while they compared other students’ mathematics solutions. The criteria students used to inform their pairwise choices included, how easy a solution was to follow, whether it was accurate, which method was used, and how it was presented. These choice criteria were found to be hierarchical in nature where students typically drew on a primary set of criteria to help form a judgement. When this failed to differentiate between two solutions, students continued down their list of criteria until a judgement was formed.