Comparing ways of distributing peer evaluations, after student presentations in class or online.

T. Knight
{"title":"Comparing ways of distributing peer evaluations, after student presentations in class or online.","authors":"T. Knight","doi":"10.37546/jaltsig.call.pcp2021-05","DOIUrl":null,"url":null,"abstract":"This paper discusses and compares three ways students can give and receive peer feedback following oral presentations in university language courses. All have been used in the author’s classes, both in the physical classroom and online in classes held on Zoom. Students used their mobile devices or laptops to give their evaluations. Having students give each other feedback proved a useful way of keeping non-presenters active, as well as making sure presenters received useful feedback from as many viewers as possible. \nThe three methods discussed are: 1. PeerEval; 2. Moxtra; and 3. Google Forms/Sheets. Each was successful, and received positive assessments from the students afterwards, but each was especially good in different ways. Broadly, the first is the most immediate and perhaps ‘fun’; the second is aimed at hosting online presentations and giving and receiving feedback on those presentations within the software itself; while the third was best for in-depth feedback, and was the most popular overall among students, although it required more setting up and organization afterwards from the teacher.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"26 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remote Teaching and Beyond","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37546/jaltsig.call.pcp2021-05","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

This paper discusses and compares three ways students can give and receive peer feedback following oral presentations in university language courses. All have been used in the author’s classes, both in the physical classroom and online in classes held on Zoom. Students used their mobile devices or laptops to give their evaluations. Having students give each other feedback proved a useful way of keeping non-presenters active, as well as making sure presenters received useful feedback from as many viewers as possible. The three methods discussed are: 1. PeerEval; 2. Moxtra; and 3. Google Forms/Sheets. Each was successful, and received positive assessments from the students afterwards, but each was especially good in different ways. Broadly, the first is the most immediate and perhaps ‘fun’; the second is aimed at hosting online presentations and giving and receiving feedback on those presentations within the software itself; while the third was best for in-depth feedback, and was the most popular overall among students, although it required more setting up and organization afterwards from the teacher.
比较学生在课堂上或网上演讲后分发同行评估的方式。
本文讨论并比较了大学语言课程中学生在口头报告后给予和接受同伴反馈的三种方式。所有这些都在笔者的课堂上使用过,无论是在实体课堂上还是在Zoom上的在线课堂上。学生们使用他们的移动设备或笔记本电脑进行评估。事实证明,让学生相互反馈是一种有效的方式,既能让非演讲者保持活跃,又能确保演讲者从尽可能多的观众那里得到有用的反馈。讨论的三种方法是:1。PeerEval;2. Moxtra;和3。谷歌形式/表。每个人都很成功,并得到了学生们的积极评价,但每个人都在不同的方面表现得特别好。一般来说,第一个是最直接的,也许是“有趣的”;第二个目标是托管在线演示,并在软件本身内提供和接收这些演示的反馈;而第三种方法最适合深度反馈,总体上最受学生欢迎,尽管它需要老师更多的设置和组织。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信