Is reflective writing an effective peer assessment tool for students in Higher Education?

B. Baruah, T. Ward, N. Jackson
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引用次数: 8

Abstract

Today the ability to monitor and evaluate the performance of team members and identify their strengths and weaknesses is highly crucial in any organizational role. Higher Education Institutes (HEIs) are adopting different strategies in their teaching curricula and assessment methods to encourage the development of team management skills among graduates, one of which is peer assessment. It is an important component in the design of an effective learning environment in Higher Education (HE) and for promoting a strong participatory and collaborative culture among students. It provides students with a platform to not only engage with the HE learning process but also to learn from each other by receiving and giving critical feedback. Reflective writing in HE offers a flexible platform for students to discuss the contributions made by peers in teamwork however, not many researchers have looked at its potential as a peer assessment tool. This study addresses this gap by using the case study of the MSc Engineering Management (EM) programme at York (UK). Using the method of content analysis, this study looks at the quality of peer assessment and the skills gap analysis demonstrated in the reflective assignments students undertake in one of the modules. The findings show the viability and potential of this method for building peer assessment skills. It eliminates some of the limitations like bias among students usually encountered in other peer assessment tools. It also helps in skills gap analysis and for understanding group dynamics in teamwork. Students should therefore, be encouraged to seek the application of such tools for skills analysis, to build up confidence in peer assessment and boosting employability factors.
反思性写作是高等教育学生有效的同行评估工具吗?
今天,监控和评估团队成员的表现以及识别他们的长处和短处的能力在任何组织角色中都是非常重要的。高等教育学院在教学课程和评估方法上采取不同的策略,鼓励毕业生发展团队管理技能,其中一项是同行评估。它是设计一个有效的高等教育学习环境和促进学生之间强烈的参与和合作文化的重要组成部分。它为学生提供了一个平台,不仅可以参与高等教育的学习过程,还可以通过接收和给出关键的反馈来相互学习。高等教育中的反思性写作为学生提供了一个灵活的平台,让他们讨论同伴在团队合作中的贡献,然而,并没有多少研究人员看到它作为同伴评估工具的潜力。本研究通过使用约克大学(英国)工程管理硕士(EM)项目的案例研究来解决这一差距。使用内容分析的方法,本研究着眼于同行评估的质量和技能差距分析,展示了学生在其中一个模块中承担的反思性作业。研究结果表明,这种方法在建立同行评估技能方面具有可行性和潜力。它消除了一些局限性,比如在其他同行评估工具中经常遇到的学生偏见。它也有助于技能差距分析和理解团队合作中的群体动态。因此,应鼓励学生应用这些工具进行技能分析,以建立对同行评估的信心,并提高就业因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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