Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam

IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lotte Dyhrberg O’Neill
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引用次数: 0

Abstract

Only a handful of research papers have examined the assessment of student debate activities in higher education, and very little is currently known about how students might perceive a final oral exam in which they have to debate with/against each other. The aim of this study was to examine students’ perceptions of participation and learning in debate classes, and of an aligned final exam, which was a debate-based oral group exam. A survey design was used to collect data from 98 university students who participated in such an exam, and a mixed methods convergent design was used to integrate quantitative and qualitative survey data. The exam format was found to be broadly acceptable to students and to be associated with higher levels of active participation and positively perceived learning and training in voluntary debate classes, but students called for extra attention to the scaffolding of quality debates.
评估学生辩论以支持主动学习?学生对基于辩论的期末口试的看法
只有少数研究论文对高等教育中学生辩论活动的评估进行了研究,而目前对学生如何看待必须相互辩论的期末口试知之甚少。本研究旨在考察学生对参与和学习辩论课的看法,以及对期末考试(以辩论为基础的小组口试)的看法。本研究采用了调查设计,从 98 名参加此类考试的大学生中收集数据,并采用混合方法聚合设计将定量和定性调查数据整合在一起。研究发现,学生们普遍接受这种考试形式,并在自愿辩论课上积极参与,积极看待学习和训练,但学生们呼吁对高质量辩论的支架给予额外关注。
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来源期刊
Active Learning in Higher Education
Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
13.20
自引率
12.00%
发文量
31
期刊介绍: Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
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