Person-Centered Learning using Peer Review Method - An Evaluation and a Concept for Student-Centered Classrooms
Person-Centered Learning using Peer Review Method - An Evaluation and a Concept for Student-Centered Classrooms
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使用同行评审方法的以人为中心的学习 - 以学生为中心的课堂的评估和概念
DOI：
10.3991/ijep.v8i1.8099
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
R. Pucher
中科院分区：
文献类型：
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作者：
Dominik Dolezal;A. Posekany;Christoph Roschger;G. Koppensteiner;R. Motschnig;R. Pucher
在课堂上使用同伴评估，通过积极参与学生在评估过程中增加学生的参与已经实践和研究了几十年。一般来说，文献建议使用同行评审的项目为基础的练习。本文分析了同行评估的适用性较小的练习，在中学水平，并提出建议，其使用在计算机科学课程。此外，学校试点项目介绍了以学生为中心的教室，称为“学习办公室”。此外，还提出了在这种以学生为中心的课堂中实施同伴互评的概念。
我们介绍了两个传统的中学班级共57名学生组成的同行评估方法的范围内，同一个软件工程课程。同学们使用Moodle研讨会活动评估了13个练习中的两个。学生们使用匿名在线问卷对这两个练习进行了评估。在课程结束时，他们对13个练习中的每一个都进行了评估。
总体而言，对同行审议工作的匿名反馈意见非常积极。学生们不仅获得了更多的反馈，而且与常规教师评估相比，还以更及时的方式收到了反馈。所有13个练习的总体评分结果显示，两个同行评审的练习被评为显着优于其他11个练习由教师评估。因此，证据表明，同行评议是一个可行的选择，在一定条件下，我们在本文中讨论的计算机科学教育的背景下，在中学一级的小型和中型演习。
Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined.
We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation.
Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.