Assessment & Evaluation in Higher Education最新文献_第8页

Does students’ evaluation of teaching improve teaching quality? Improvement versus the reversal effect 学生对教学的评价是否提高了教学质量?改善与逆转效应

Assessment & Evaluation in Higher Education Pub Date : 2023-02-08 DOI: 10.1080/02602938.2023.2177252

Yanyan Chen

引用次数: 2

Assessing students’ peer feedback literacy in writing: scale development and validation 评估学生的同伴反馈读写能力:规模发展与验证

Assessment & Evaluation in Higher Education Pub Date : 2023-02-06 DOI: 10.1080/02602938.2023.2175781

Zhe Dong, Ying Gao, C. Schunn

{"title":"Assessing students’ peer feedback literacy in writing: scale development and validation","authors":"Zhe Dong, Ying Gao, C. Schunn","doi":"10.1080/02602938.2023.2175781","DOIUrl":"https://doi.org/10.1080/02602938.2023.2175781","url":null,"abstract":"Peer feedback activities are characterized by peers performing both roles of feedback provider and receiver, and peers are found to benefit from both roles. However, in current feedback literacy studies, the emphasis has been overwhelmingly given to students’ understandings, capacities and dispositions in receiving feedback, and existing student feedback literacy scales measure only the receiving side of feedback literacy. Students learn from providing and what they provide fundamentally shapes what others receive. This study conceptualizes peer feedback literacy as students’ capacities and attitudes in providing and receiving peer feedback, and developed and validated a peer feedback literacy scale on the basis of responses from 474 Chinese university students. Exploratory and confirmatory factor analyses were conducted, and four factors emerged: feedback-related knowledge and abilities, cooperative learning ability, appreciation of peer feedback, and willingness to participate. The resulting scale showed good psychometric properties and revealed some surprising associations with student major, year and amount of prior experience.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128102201","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: 9

Unravelling an assessment puzzle: reflections on reconciling effective assessment and workload management in South African higher education 解开评估难题:南非高等教育中协调有效评估与工作量管理的思考

Assessment & Evaluation in Higher Education Pub Date : 2023-02-02 DOI: 10.1080/02602938.2023.2173139

Naomi Nkealah

{"title":"Unravelling an assessment puzzle: reflections on reconciling effective assessment and workload management in South African higher education","authors":"Naomi Nkealah","doi":"10.1080/02602938.2023.2173139","DOIUrl":"https://doi.org/10.1080/02602938.2023.2173139","url":null,"abstract":"Abstract Assessment in higher education is a complex path to navigate, with unexpected twists and turns. Although many studies project the positive outcomes of assessment for learning, the outcomes do not always match the intention. Even when formative assessment is well-planned, the implementation may take such a toll, leaving a lecturer physically drained. A big puzzle with assessment in higher education is how to design formative assessment tasks that promote deep learning for students but do not increase staff workload. In this article, I explore this puzzle in relation to my teaching of a second-year module in an English course that is part of the Bachelor of Education programme at my university. I look at how the specific context of my teaching in 2021 influenced my formative assessment design and reflect critically on the affordances and constraints of the design in relation to existing conceptualisations of assessment in higher education. Lastly, I propose some possibilities for resolving the assessment puzzle and highlight the implications of these possibilities for the reconceptualisation of assessment in higher education.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126242028","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: 0

What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership 当学生和老师一起谈论反馈和评估时，他们谈论什么?通过教学伙伴关系扩大反馈扫盲的概念

Assessment & Evaluation in Higher Education Pub Date : 2023-02-02 DOI: 10.1080/02602938.2023.2170977

K. Matthews, Catherine Sherwood, Eimear Enright, A. Cook‐Sather

引用次数: 3

A systematic review on peer assessment: intrapersonal and interpersonal factors 同侪评估的系统回顾:内省与人际因素

Assessment & Evaluation in Higher Education Pub Date : 2023-01-31 DOI: 10.1080/02602938.2023.2164884

E. Panadero, M. Alqassab, Javier Fernández Ruiz, J. C. Ocampo

{"title":"A systematic review on peer assessment: intrapersonal and interpersonal factors","authors":"E. Panadero, M. Alqassab, Javier Fernández Ruiz, J. C. Ocampo","doi":"10.1080/02602938.2023.2164884","DOIUrl":"https://doi.org/10.1080/02602938.2023.2164884","url":null,"abstract":"Peer assessment is a popular research topic as it takes place in various educational settings around the globe. Due to its nature, a number of intrapersonal and interpersonal factors are involved in its implementation. Empirical research on these factors in peer assessment has been increasing in the last years and our aim is to systematically review them to extract conclusions about the relationships between peer assessment and intrapersonal and interpersonal factors. Using different search strategies, we reviewed 69 articles. We investigated: (1) the characteristics of the included studies, (2) the trends in the bidirectional relationships of intrapersonal  peer assessment and interpersonal  peer assessment, (3) the empirical findings in the relationships between intrapersonal factors and peer assessment, and (4) the empirical findings in the relationships between interpersonal factors and peer assessment. We have identified six intrapersonal factors: motivation, self-efficacy, emotions, trust in the self as assessor, fairness, and comfort; and five interpersonal factors: social connections, trust in the other as assessor, psychological safety, value diversity/congruence, and interdependence. The results showed clear directions for some of those factors and are preliminary in some of the others. This review offers directions to improve the quality of peer assessment research and explores the role of bidirectionality for future research, including an instrument to report the characteristics of future peer assessment studies to facilitate better reports and research designs.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123845331","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: 8

Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy 先前学习翻译与迁移的认知:运用行动者网络理论发展一种专门的教学法

Assessment & Evaluation in Higher Education Pub Date : 2023-01-18 DOI: 10.1080/02602938.2023.2166015

Helen Pokorny

{"title":"Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy","authors":"Helen Pokorny","doi":"10.1080/02602938.2023.2166015","DOIUrl":"https://doi.org/10.1080/02602938.2023.2166015","url":null,"abstract":"The Recognition of Prior Learning (RPL) is a process by which achievements gained through work or other experiences can be formally recognised and accredited in higher education. It has a role to play in providing accelerated routes for mature students and is particularly relevant to part-time learners. Despite studies showing the potential transformative effects and the benefits to retention, RPL remains a marginal activity. It is suggested that RPL assessment processes themselves may constitute a barrier to take-up and there has been a move to reconceptualise RPL as a distinctive specialised pedagogy for mediating knowledge sharing across boundaries. This paper contributes to this body of work through a study of RPL participants who were academics seeking credit for a postgraduate award. The research uses actor-network theory (ANT) to understand how and why they approached the RPL task in the way that they did. By understanding how things happened and how effects come into being it was possible to develop an RPL Translation and Transfer (RPLTT) model and typology that provides a heuristic for RPL design in practice contexts.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115667932","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: 0

Feedback practices in journal peer-review: a systematic literature review 期刊同行评议中的反馈实践:系统的文献综述

Assessment & Evaluation in Higher Education Pub Date : 2023-01-12 DOI: 10.1080/02602938.2022.2164757

Sin Wang Chong, T. Lin

引用次数: 2

Assessment &amp; Evaluation in Higher Education最新文献

Assessment & Evaluation in Higher Education最新文献