Investigating the capacity of self and peer assessment activities to engage students and promote learning
Investigating the capacity of self and peer assessment activities to engage students and promote learning
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调查自我评估和同伴评估活动吸引学生和促进学习的能力
DOI：
10.1080/03043797.2010.490577
复制
发表时间：
2010
影响因子：
2.3
通讯作者：
A. Gardner
中科院分区：
文献类型：
--
作者：
K. Willey;A. Gardner
作者以前曾报道过使用自我和同伴评估，以提高学习成果，提供机会，实践，评估和提供反馈学生的属性发展的有效性。尽管开展了这项工作，其他人也进行了研究，但仍有相当多的学生，实际上还有许多学术界人士，注重自我和同侪评估的制止搭便车的能力，而不是它提供机会形成判断力和促进反思和反馈以完成学习周期的能力。SPARKPLUS等基于网络的工具的出现，使得即使在大班中也能频繁有效地开展自我评估和同伴评估活动。本文报道了一项调查的结果，是否经常使用的自我和同伴评估在不同的情况下促进有效的同伴学习，增加参与，并鼓励学生学习。
The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes by providing opportunities to practise, assess and provide feedback on students’ attribute development. Despite this work and the research of others, a significant number of students and, indeed, many academics focus on the free-rider deterrent capability of self and peer assessment, rather than its capacity to provide opportunities for developing judgement and facilitating reflection and feedback to complete the learning cycle. The advent of web-based tools such as SPARKPLUS allows the frequent and efficient implementation of self and peer assessment activities even in large classes. This article reports the results of an investigation into whether the regular use of self and peer assessment in different contexts promoted effective peer learning, increased engagement and encouraged students to learn.