Placing authenticity at the heart of student self-assessment: an integrative review

Teaching in Higher Education, Год журнала: 2024, Номер unknown, С. 1 - 23

Опубликована: Июнь 26, 2024

Self-assessment involves students making judgements about their own learning. is promoted widely due to its benefits for lifelong However, often find self-assessment mechanical, useless and redundant – indeed inauthentic. This may partly result from understanding as an instrumental acontextual practice. We take alternative approach by focusing on the authenticity of self-assessment. bring together two research areas that have rarely intersected: authentic assessment. How has conceptualised with respect self-assessment? What could we learn earlier studies consider more meaningfully in design? To answer these questions, conduct integrative review 40 studies. formulate organising framework outlines various dimensions argue a powerful idea margins higher education very centre.

Язык: Английский

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Students’ experience of comparison-based learning in self-assessment: a phenomenographic study in higher education

Higher Education Research & Development, Год журнала: 2025, Номер unknown, С. 1 - 17

Опубликована: Март 4, 2025

Язык: Английский

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The influence of the cooperative learning evaluation programme on social interaction of primary school students in China

Educational Psychology in Practice, Год журнала: 2025, Номер unknown, С. 1 - 15

Опубликована: Март 24, 2025

Язык: Английский

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Influence of Peer-Assessment in Improving Speaking Skills in B1 learners

Kronos – The Language Teaching Journal, Год журнала: 2025, Номер 5(2), С. 19 - 29

Опубликована: Янв. 31, 2025

This action research explores how peer-assessment can enhance the speaking skills of B1 English learners. The participants this study are university students, and they have previously studied at a language school in Samborondon, Guayas. project was carried out online within time frame 4 weeks, four-hour lesson per week. is pre/posttest design study, which evaluates students’ improvement oral production by implementing technique. aim to answer questions: 1. To what extent does use peer assessment improve level students? For quantitative data collection methods were applied. On other hand, survey used qualitative question: What perspectives regarding their speaking? revealed that significant influence on learners’ skills, as grades posttest raised some factors such grammar pronunciation enhanced. Therefore, current should be guide for teachers whose get students fluent English.

Язык: Английский

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Effects of Peer and Teacher Support on Students’ Creative Thinking: Emotional Intelligence as a Mediator and Emotion Regulation Strategy as a Moderator

Journal of Intelligence, Год журнала: 2025, Номер 13(5), С. 53 - 53

Опубликована: Апрель 25, 2025

This study aimed to explore the relationships among peer and teacher support, emotional intelligence, creative thinking. A total of 335 middle school students in grade seven were surveyed China, including boys 187 (55.8%) girls 148 (44.2%), aged from 11 14 years (M = 12.5; SD 0.5). Results partial least square structural equation modeling showed that intelligence was a positive mediator processes support students' thinking, emotion regulation strategies moderated these Specifically, both had an indirect effect on thinking through intelligence. Moreover, four dimensions bore different mediating powers. Among them, exhibited greatest power, self-emotion appraisal is least. In addition, reappraisal suppression positively impact stronger moderating power than suppression. Interestingly, direct effects not observed. offers knowledge about mechanisms implications for practitioners also discussed this study.

Язык: Английский

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Using Assessment to Elicit Student Thinking and Promote Learning

IAMSE manuals, Год журнала: 2025, Номер unknown, С. 113 - 140

Опубликована: Янв. 1, 2025

Язык: Английский

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Student self-assessment: a meta-review of five decades of research

Assessment in Education Principles Policy and Practice, Год журнала: 2025, Номер unknown, С. 1 - 25

Опубликована: Май 27, 2025

Язык: Английский

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Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?

Metacognition and Learning, Год журнала: 2023, Номер 18(3), С. 631 - 658

Опубликована: Апрель 10, 2023

Abstract The accuracy of students’ relative comprehension judgments when reading texts is typically rather low. This has been ascribed to students grounding their on cues that are not diagnostic actual level. Asking complete causal diagrams—a diagramming scaffold—before judging proved effective in providing them with more and thereby fostered metacomprehension self-regulated learning. However, there still room for improvement. We investigated experimentally whether adding the instruction self-assess diagrams: (1) would lead accurate than judgments, (2) boost utilization diagram by increasing saliency those cues, (3) enhance accuracy. Participants ( N = 427 secondary Netherlands) were randomly assigned one three conditions, namely only completion, completion plus self-assessment, or a filler task after (control). Self-assessments while both correlated strongly. no significant differences found between conditions concerning cue Apparently, diagrams even without do so. Nonetheless, effect scaffold improving was replicated extended absolute

Язык: Английский

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The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks

Assessment & Evaluation in Higher Education, Год журнала: 2023, Номер 48(8), С. 1223 - 1239

Опубликована: Июль 20, 2023

Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics differ in the metacognitive processes they support, their cognitive demands, how students use them focus. While there is ample evidence of positive effects rubrics, less research on impact collaborative tasks. We aimed to compare self-regulation, self-efficacy, academic performance students' perceptions when used group tasks econometrics. A total 134 university participated a quasi-experiment under three conditions (rubrics, scripts, control). Positive self-regulation were found for experimental groups, self-efficacy only rubric group. Additionally, as previous differed among conditions, difference-in-differences analysis was employed. In condition, started from very high levels achievement benefited more using rubric. contrast, script it with intermediate or who experienced greatest benefits employing script.

Язык: Английский

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Designing a MOOC on Computational Thinking, Programming and Robotics for Early Childhood Educators and Primary School Teachers: A Pilot Test Evaluation

Education Sciences, Год журнала: 2023, Номер 13(9), С. 863 - 863

Опубликована: Авг. 23, 2023

This study focuses on developing and evaluating an online course aimed at preschool educators primary school teachers. It presents a Massive Open Online Course (MOOC) computational thinking, programming robotics developed as part of the project “Laboratory for Technology Programming Robotics Learning in Primary Preschool Education Portugal (KML II)” The MOOC design was inspired by blended learning model used teacher professional development project’s inception incorporates theoretical-pedagogical models well theoretical interaction virtual educational environments. will be offered NAU platform, Portuguese platform. A pilot test conducted with purposive sample that included both participants from target audience national international experts specialised these domains. evaluation Likert scale questionnaire survey open-ended questions. results aim to validate MOOC’s quality, including its structure, content relevance, proposed activities, design. findings provide evidence improve final version MOOC, contributing effectiveness adequacy audience.

Язык: Английский

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