学生生成内容的同侪评估

Proceedings of the Fourth International Conference on Learning Analytics And Knowledge Pub Date : 2014-03-24 DOI:10.1145/2567574.2567598

J. Tritz, N. Michelotti, G. Shultz, T. McKay, Barsaa Mohapatra

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引用次数: 5

摘要

我们将提出三个类似的研究，检查在线同行评估学生对物理入门考试缺考问题的解释。在第一项研究中，学生们使用YouTube创建视频解决方案，在第二项研究中，他们使用谷歌文档创建书面解决方案。所有的同行评估都是在密歇根大学名为E2Coach[4]的交互式在线教练系统中使用锦标赛模块进行的。LAK 2014的主题是“学习分析研究、理论和实践的交集”，我们认为这张海报将提供一个通俗易懂的例子，将课堂实验与严谨的分析相结合，以了解结果。

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Peer evaluation of student generated content

We will present three similar studies that examine online peer evaluation of student-generated explanations for missed exam problems in introductory physics. In the first study, students created video solutions using YouTube and in the second two studies, they created written solutions using Google documents. All peer evaluations were performed using a tournament module as part of the interactive online coaching system called E2Coach[4] at the University of Michigan. With the theme of LAK 2014 being "intersection of learning analytics research, theory and practice", we think this poster will provide an accessible example that combines a classroom experiment with rigorous analysis to understand outcomes.

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Proceedings of the Fourth International Conference on Learning Analytics And Knowledge

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