教育过程中同伴评价的实施

N. Morze, V. Vember
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引用次数: 0

摘要

本文介绍了高校在教育过程中实施同伴评价的特点和趋势,分析了在强调个性学习的背景下,世界学者对学生学业成绩评价理论和实践的变化的看法,即认识到学生不仅成为教师评价过程的观察者,而且成为教师评价过程的形成性评价功能。参与评估标准,自我评估和同行评估的使用和发展。分析了形成性评价和同伴评价的特点,确定了传统评价和同伴评价的优缺点。为了避免传统评估的缺点,建议将传统评估与同行评估相结合,实施ICT工具来支持同行评估。对数字评估工具进行了分析,并介绍了教师对拥有数字评估工具的兴趣的调查结果,来自乌克兰六所mped项目合作大学的769名教师参加了调查。介绍了由鲍里斯格林琴科基辅大学的科学和教学人员参加的关于使用评估技术和使用数字工具进行评估的调查结果。调查结果显示,今天15.6%的受访者在教育过程中使用同伴评估,62.3%的受访者部分使用,22.1%的受访者不使用。与此同时,51.9%的受访者在仔细研究了这种方法后,准备在教育过程中使用同伴评估。根据调查结果,科学和教学人员在学习过程中使用的数字工具是最受欢迎的:电子邮件、自动检查的计算机测试,以及与共享的文件或演示文稿一起工作,但一些可用于同行评估的资源,只有不到三分之一的教师使用,而且它们的使用并不总是考虑到这些手段的所有可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
IMPLEMENTATION OF PEER ASSESSMENT IN EDUCATIONAL PROCESS
The article presents the peculiarities and trends of the implementation of peer assessment in the educational process of institutions of higher education, analyzes the view of world scholars on the changes in the theory and practice of assessing academic achievements of students in the context of emphasizing personality-oriented learning, namely recognition of the formative evaluation function through which students become not only observers of the process of evaluation by the teacher, and are involved in the use and development of evaluation criteria, self-assessment and peer assessment. The peculiarities of formative and peer assessment are analyzed, advantages and disadvantages of traditional and peer assessment are determined. Among the suggested ways to avoid the disadvantages of traditional assessment is the combination of traditional and peer assessment, the implementation of ICT tools to support peer assessment. The digital evaluation tools were analyzed and the results of the survey of teachers regarding the interest in possession of digital evaluation tools were presented, which was attended by 769 teachers from six Ukrainian partner universities of the MoPed project. The results of the survey on the use of assessment techniques and the use of digital tools for assessment, which was attended by scientific and teaching staff of the Borys Grinchenko Kyiv University, were presented. The results of the survey showed that today peer assessment is used in the educational process by 15.6% of respondents, 62.3% use it in part, 22.1% do not use it. At the same time, 51.9% of the respondents are ready to use peer assessment in the educational process after a closer look at this method. According to the survey results, the digital instruments used by scientific and teaching staff in the learning process are the most popular ones: e-mail, computer tests that are checked automatically, and work with shared documents or presentations, but some resources that can be used for peer assessment, less than a third of teachers are used and their use does not always take into account all possibilities of such means.
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