Assessment & Evaluation in Higher Education最新文献_第7页

Improving students’ learning—the role of formative feedback: experiences from a crash course for business students in academic writing 提高学生的学习能力——形成性反馈的作用:来自商学院学生学术写作速成班的经验

Assessment & Evaluation in Higher Education Pub Date : 2023-03-13 DOI: 10.1080/02602938.2023.2187744

Torunn S. Olsen, John A. Hunnes

引用次数: 1

How much is too much? Medical students’ perceptions of evaluation and research requests, and suggestions for practice 多少才算太多?医学生对评鉴、研究要求的认知及实务建议

Assessment & Evaluation in Higher Education Pub Date : 2023-03-13 DOI: 10.1080/02602938.2023.2187330

Jessica Tater, Tony Zaharic, William Guy, Jon Cornwall

引用次数: 0

Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study 护生接受同伴视频与言语反馈的认知与学习经验:一项质性研究

Assessment & Evaluation in Higher Education Pub Date : 2023-03-06 DOI: 10.1080/02602938.2023.2184462

S. Q. Yoong, Wenru Wang, Siriwan Lim, Yanhong Dong, Alvin Chuen Wei Seah, Jingfang Hong, Hui Zhang

{"title":"Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study","authors":"S. Q. Yoong, Wenru Wang, Siriwan Lim, Yanhong Dong, Alvin Chuen Wei Seah, Jingfang Hong, Hui Zhang","doi":"10.1080/02602938.2023.2184462","DOIUrl":"https://doi.org/10.1080/02602938.2023.2184462","url":null,"abstract":"Abstract Peer feedback is useful for enhancing students’ learning outcomes, but nursing students’ experiences of receiving peer video and verbal feedback are not commonly explored. We investigated nursing students’ views on receiving peer video and verbal feedback after simulated practice during skills laboratory lessons. This descriptive qualitative study included 30 first-year undergraduate nursing students. Eight semi-structured focus group discussions were conducted via Zoom and thematically analysed. Five themes and 12 subthemes were developed. Peer feedback was valuable to students as it provided a conducive environment where they received individualised feedback. Students may or may not find it less stressful compared to receiving faculty feedback. Some found peer video feedback useful as it provided evidence of their performance, while others felt that it was unnecessary and hindered learning. Peer and faculty feedback complemented each other and improved student learning. Peer feedback was perceived favourably by the nursing students. It should occur after faculty feedback and both forms of feedback should be part of the nursing curriculum.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115998868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Towards a framework for designing and evaluating online assessments in business education 商科教育在线评估的设计与评估框架

Assessment & Evaluation in Higher Education Pub Date : 2023-03-02 DOI: 10.1080/02602938.2023.2183487

E. Huber, Lynn Harris, Sue Wright, Amanda White, Corina Raduescu, S. Zeivots, Andrew Cram, Andrew Brodzeli

引用次数: 4

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities 对美国和新西兰大学博士毕业生研究生属性发展和应用的看法

Assessment & Evaluation in Higher Education Pub Date : 2023-03-01 DOI: 10.1080/02602938.2023.2182873

R. Spronken-Smith, K. Brown, C. Cameron

引用次数: 0

Can students’ feedback literacy be improved? A scoping review of interventions 学生的反馈素养能否得到提高?干预措施的范围审查

Assessment & Evaluation in Higher Education Pub Date : 2023-02-22 DOI: 10.1080/02602938.2023.2177613

Tegan Little, P. Dawson, D. Boud, Joanna Tai

引用次数: 10

In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy 寻找以学习为中心的反馈实践:高等教育反馈政策的语言分析

Assessment & Evaluation in Higher Education Pub Date : 2023-02-21 DOI: 10.1080/02602938.2023.2180617

J. Davies

{"title":"In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy","authors":"J. Davies","doi":"10.1080/02602938.2023.2180617","DOIUrl":"https://doi.org/10.1080/02602938.2023.2180617","url":null,"abstract":"Abstract Feedback can have one of the biggest positive influences on higher education learners. Despite this, teachers and students consistently report being dissatisfied with feedback. In response, there has been a theoretical shift in how feedback is conceptualised and discussed within the research literature. Older transmission-focused models have evolved into more learning-focused approaches. However, the extent to which higher education feedback policy, and subsequent practice, embrace such current thinking is unclear. This research adopted a corpus linguistics approach to analyse how the term ‘feedback’ was used within 50 UK higher education institutions’ feedback policy texts. Sketch Engine was used to analyse ‘feedback’ collocation frequencies. To investigate differences between research-intensive (Russell Group) and more teaching-focused (non-Russell Group) universities, separate corpora were also compiled and compared. Quantitative results showed that the most frequent feedback collocations related to outdated transmission-focused feedback practices. However, qualitative deductive thematic analysis found that many feedback policies did present learning-focused feedback practices despite using transmission-focused language. Feedback appears to mean different things to different higher education institutions which could lead to confusion for teachers and students. The research concludes by presenting key practical implications for practitioners involved in feedback policy design and enactment to improve practice.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126176328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities 博士招生的程序、标准和决策:以中国一流研究型大学为例

Assessment & Evaluation in Higher Education Pub Date : 2023-02-21 DOI: 10.1080/02602938.2023.2179595

Jisu Jung, Huan Li, H. Horta

{"title":"Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities","authors":"Jisu Jung, Huan Li, H. Horta","doi":"10.1080/02602938.2023.2179595","DOIUrl":"https://doi.org/10.1080/02602938.2023.2179595","url":null,"abstract":"Abstract This study examines the procedures, criteria, and decision-making in doctoral admissions at China’s leading research universities. A content analysis was performed on doctoral admissions texts (N = 312) from 264 faculties of C9 League universities, representing China’s elite research-intensive universities. The results show that the admissions procedures tend to highlight previous research and academic merit, which is to be expected for entry to doctoral studies but nonetheless seems to presuppose that all PhD students will follow an academic career path. Several standard practices were found to ensure the rigour and fairness of admissions procedures, such as the adoption of a centralised rather than a decentralised model, the setting of written examinations as a default assessment method, and the highlighting of tangible past achievements, especially pre-doctoral research outputs. There is a lack of supervisor engagement in admissions decision-making, which hinders them from evaluating applicants’ potential and degree of fit with their interests. The findings provide evidence of the multiple logics and discourses involved in doctoral admissions in China and offer practical implications for improving the admissions system.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132964575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

How to use academic and digital fingerprints to catch and eliminate contract cheating during online multiple-choice examinations: a case study 如何使用学术指纹和数字指纹来捕捉和消除在线选择题考试中的合同作弊:一个案例研究

Assessment & Evaluation in Higher Education Pub Date : 2023-02-09 DOI: 10.1080/02602938.2023.2175348

Meaghan Emery-Wetherell, Ruoyao Wang

{"title":"How to use academic and digital fingerprints to catch and eliminate contract cheating during online multiple-choice examinations: a case study","authors":"Meaghan Emery-Wetherell, Ruoyao Wang","doi":"10.1080/02602938.2023.2175348","DOIUrl":"https://doi.org/10.1080/02602938.2023.2175348","url":null,"abstract":"Abstract Over four semesters of a large introductory statistics course the authors found students were engaging in contract cheating on Chegg.com during multiple choice examinations. In this paper we describe our methodology for identifying, addressing and eventually eliminating cheating. We successfully identified 23 out of 25 students using a combination of unique academic and digital fingerprints, and identified students who used virtual private networks (VPNs) to protect their online identity. There were two forms of cheating – posting questions and waiting for responses from tutors, and looking for questions that had already been solved. We found that 165 questions from these examinations were posted by 10 different students, but that the most common form of cheating was searching for answers that had already been posted. This paper discusses these patterns of Chegg usage, the consequences of not catching cheating early on, and how students reacted to being caught. Also provided are R and Python code that readers may use to identify cheating students in their own courses.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121233073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A framework for understanding assessment practice in higher education 理解高等教育评估实践的框架

Assessment & Evaluation in Higher Education Pub Date : 2023-02-09 DOI: 10.1080/02602938.2023.2169659

Natalie Forde-Leaves, Jack Walton, K. Tann

引用次数: 1

Assessment &amp; Evaluation in Higher Education最新文献

Assessment & Evaluation in Higher Education最新文献