Peer vs. Self-Grading of Practice Exams: Which Is Better?
Peer vs. Self-Grading of Practice Exams: Which Is Better?
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DOI：
10.1187/cbe.18-04-0052
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发表时间：
2018-09
期刊：
影响因子：
--
通讯作者：
Doherty JH
中科院分区：
文献类型：
--
作者：
Jackson MA;Tran A;Wenderoth MP;Doherty JH
练习考试是一种刻意练习，已被证明可以提高学生的课程成绩。刻意练习不同于其他类型的练习，因为它是有针对性的，具有精神挑战性，可以重复，需要反馈。向学生提供频繁的教师反馈，尤其是在大班授课中，可能会令人望而却步。一种可能的解决方案是让学生使用教师生成的评分标准对练习考试进行评分，只有完成才能得分。学生既可以给自己的作业打分，也可以给同学的作业打分。我们调查了同伴评分或自我评分是否对实践考试作业的完成、实践考试或课程考试的表现或学生评分准确性有不同的影响。我们还调查了学生的特点是否重要。我们发现90%的学生参加了所有的练习考试或只错过了一次，并且同伴和自我评分者在练习或课程考试中的表现没有差异。然而，在同侪评分治疗中，平均成绩较低的学生和经济或教育上处于不利地位的学生比其他学生评分更不准确，也更宽松。由于同伴评分比自我评分没有明显的好处，我们建议任何一种形式都可以解决教师面临的挑战，即向许多学生提供频繁的个性化反馈。
Practice exams are a type of deliberate practice that have been shown to improve student course performance. Deliberate practice differs from other types of practice, because it is targeted, mentally challenging, can be repeated, and requires feedback. Providing frequent instructor feedback to students, particularly in large classes, can be prohibitive. A possible solution is to have students grade practice exams using an instructor-generated rubric, receiving points only for completion. Students can either grade their own or a peer’s work. We investigated whether peer or self-grading had a differential impact on completion of practice exam assignments, performance on practice exams or course exams, or student grading accuracy. We also investigated whether student characteristics mattered. We found that 90% of students took all practice exams or only missed one and that there was no difference on practice or course exam performance between the peer and self-graders. However, in the peer-grading treatment, students with lower incoming grade point averages and students identified as economically or educationally disadvantaged were less accurate and more lenient graders than other students. As there is no clear benefit of peer grading over self-grading, we suggest that either format can solve the challenge instructors face in giving frequent personalized feedback to many students.
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DOI：
10.1187/cbe.06-09-0194
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Freeman, Scott;O'Connor, Eileen;Wenderoth, Mary Pat
通讯作者：
Wenderoth, Mary Pat
影响因子：
2.6
作者：
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影响因子：
56.9
作者：
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影响因子：
7.6
作者：
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通讯作者：
Dunning, D
影响因子：
2.1
作者：
Pelaez, NJ
通讯作者：
Pelaez, NJ