{"title":"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","authors":"Lotte Dyhrberg O’Neill","doi":"10.1177/14697874241245665","DOIUrl":null,"url":null,"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.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam\",\"authors\":\"Lotte Dyhrberg O’Neill\",\"doi\":\"10.1177/14697874241245665\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47411,\"journal\":{\"name\":\"Active Learning in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-04-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Active Learning in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14697874241245665\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Active Learning in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14697874241245665","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Assessment of student debates in support of active learning? Students’ perceptions of a debate-based oral final exam
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.
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.