The alignment of written peer feedback with draft problems and its impact on revision in peer assessment

Despite the wide use of peer assessment, questions about the helpfulness of peer feedback are frequently raised. In particular, it is unknown whether, how and to what extent peer feedback can help solve problems in initial texts in complex writing tasks. We investigated this research gap by focusing on the case of writing literature reviews in an academic writing course. The dataset includes two drafts from 21 students, sampled to represent a wide range of document qualities, and 84 anonymous peer reviews, involving 1,289 idea units. Our study revealed that: (1) at both substance and high prose levels, drafts of all quality levels demonstrated more common problems on advanced writing issues (e.g. counter-argument); (2) peer feedback was driven by difficulty of the problem rather than overall draft quality, peer comments were not well aligned with the relative frequency of problems, more comments were given to less difficult problems; (3) peer feedback had a moderate impact on revision, and importantly, receiving multiple comments on the same issue led to more repairs and improvement of draft quality, but consistent with the comments received, authors tended to fix basic problems more often. Implications for practice and research are drawn from these findings.     

Student attitudes that predict participation in peer assessment

Peer assessment has been widely applied to actively engage students in learning to write. However, sometimes students resist peer assessment. This study explores reviewers’ attitudes and other underlying factors that influence students’ participation in online peer assessment. Participants were 234 Chinese undergraduates from two different academic backgrounds: engineering majors (n = 168) and English majors (n = 66). Gender, academic background and prior experience with peer assessment were all related to participation levels. Moreover, factor analyses revealed three attitudinal factors: (1) positive attitude (a general endorsement of the benefits of peer assessment), (2) interpersonal negative (concerns about the negative effects on interpersonal relationships), and (3) procedural negative (doubts about the procedural rationality of peer assessment). Among the attitudinal factors, procedural negative was negatively associated with participation, as expected. Interestingly, interpersonal negative was associated with greater participation, and positive attitude was associated with lower participation, in part because students worked hard on each review rather than doing many reviews superficially. Implications for instruction are discussed.     

Student performance and attitudes under formative evaluation by teacher,self and peer evaluators

This study investigated the effects of teacher, self and peer evaluation on preservice teachers’ performance, knowledge and attitudes. Earlier research by the same authors revealed that students made significant improvements in their lesson plans under all three of these conditions, but the teacher-evaluation improved significantly more than the two student-evaluation groups. Therefore, relevant training and practice in the evaluation process were added in this study. All three groups made significant improvements from draft to final version of their plans, and the differences between the teacher-evaluation group and the two student-evaluation groups were non-significant. The authors attribute the stronger performance of the student-evaluation groups to their training on the evaluation task. Students’ overall attitudes were significantly more positive toward teacher evaluation than toward peer evaluation, but did not differ significantly between these two groups and the self-evaluators. Several suggestions are discussed for further improvements in the training of self and peer evaluators.

诗歌的境界与批评的境界——重评司空图的《二十四诗品》

司空图的《二十四诗品》用精美的四言诗形式集中论述诗歌风格问题，在司空图看来，创造一种麻歌境界的关键不在于诗人对写诗的具体技巧如何孜孜以求，苦心孤诣，而在于诗人是否具有一种虚静恬淡，超尘拔俗的精神品格，在于诗人同自然造化的契合程度，文学的境界是强求不得的，它是诗人的内心境界与气质风格自然而然的表现。司空图在论述诗歌的风格时，描绘种种天人合一，物我同化的优美意境，以这些极具流动感和立体感的画面来暗示他对于各种诗歌的深刻理解与细腻感受，使文学批评具备了不断自我更新的长久活力。     

Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology

This study investigated their views concerning evidence and expert opinion of 10th‐grade students, accessed by an open‐ended questionnaire in the context of a socio‐scientific issue: the cause of flood disasters, and personal epistemology identified by the Learning Environment Preference Questionnaire (LEP). Students' responses to the open‐ended questions showed that when thinking about the flood issue, most students rely heavily on direct and numerical data to draw their conclusions, while experts represented a source of conclusive information. The LEP scores indicated that, in terms of epistemological development, students were mostly at the stage of the ‘multiplicists’ in Perry's model. The statistical analysis suggested that view towards evidence and expert were associated with personal epistemology.     

把学习的主动权交给学生--化学复习点滴体会

在化学复习课中，学生的参与是调动他们主动性、积极性的好方法。     

“细胞和代谢“专题的高考复习探讨

细胞是生物体进行生命活动的单位,所有有关生物生命现象和本质问题的探讨,都离不开细胞,深刻理解细胞的结构和功能,是掌握生物学知识的基础.生物体的各种新陈代谢活动主要是在细胞中进行的,以细胞为载体的新陈代谢也是生物体生长、发育、遗传、增殖等生命活动的基础,细胞的结构与细胞的代谢功能相适应的实例不胜枚举.……     

应用图表题复习教材内容

图表题在上海高考试卷中每年都在80分以上,2006年简答题中图表题所占的比重尤其高。多年来的上海高考题中不少的图表就是教材中的原图表,或者是教材中图表的变形,即使试题中涉及的图表与教材并无关联,但由于考查内容离不开教材,因此高三生物学复习过程中,教材知识点的复习可以图表为介质进行。下面试举几例说明：     

校本课程开发：案例与反思

杭州市部分学校利用地域特色、师生自下而上开发、学校优势项目、学科拓展和学校目标取向等五种类型进行校本课程开发,取得明显效果。但发展不平衡,在开发过程中,还存在着教师缺乏开发意识和专业化程度不高、以学校和教师为本位、把校本课程开发理解为编教材和开发过程封闭等问题。今后校本课程开发应关注教师专业发展、外在评价机制的建立、拓展社会资源的利用空间和形成推进校本课程的保障机制。     

“生命活动的调节和免疫“专题复习策略

1考点链接　　(1)植物生命活动的调节:植物的向性运动;植物生长素的发现和生理作用;生长素在农业生产中的应用;其他植物激素.　　(2)人和高等动物生命活动的调节:动物激素的种类、产生部位及生理作用;激素分泌的调节;相关激素间的协同作用和拮抗作用;其他化学物质的调节作用;神经调节的基本方式;兴奋的传导;高级神经中枢的调节;神经调节与体液调节的区别与联系;激素调节与行为;神经调节与行为.……     

“生殖、发育、遗传和变异“专题的复习策略

1生殖和发育的复习策略--突出知识之间的比较与辨析　　1.1无性生殖　　①类型:分裂生殖、出芽生殖、孢子生殖、营养生殖.　　②特点:子代保持母体的一切性状,因为新个体遗传物质与母体相同.　　③应用:扦插,嫁接、组织培养.　　组织培养过程:组织块(→脱分化)愈伤组织(→再分化)组织器官→完整植株.　　理论基础:细胞的全能性.　　培养基:必须含有植物生长发育所需要的全部营养物质.一般由五大类物质组成:无机盐(必须含有一定量的大量元素和微量元素)、碳源(如蔗糖等)、维生素(如维生素C、维生素B1等)、生长调节物质(如吲哚乙酸、萘乙酸、2,4-D等)、氮源(主要是氨基酸等)和水.……     

Prompting conceptual understanding with computer-mediated peer discourse and knowledge acquisition techniques

Numerous computer‐mediated communication (CMC) tools have been designed to facilitate group discourses on the Web. However, previous studies noted that participants did not value online conferencing as a method for conducting in‐depth discussions, and instead considered this method as merely scratching the surface of the issues involved. Therefore, the teachers must moderate the online discourse to add value to the success of CMC. This study presents a methodology that uses knowledge acquisition techniques during online discourses to increase student conceptual understanding and evaluation skills. The methodology explains the conceptual frameworks of individuals and the conceptual relationships between student peers. Active database triggers then are applied to automatically monitor the conceptual relationships and to moderate online discourses between student peers. Student reactions demonstrated that discourses mediated by the repertory grid analysis technique helped group members not only promote common conceptual understandings but also to approach the level of conceptual understanding of the teacher.     

Contextually-relevant validation of peer play constructs with African American head start children: Penn interactive peer play scale

The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. The 32-item PIPPS represented a significant improvement over the 36-item version. Scale validity was established using conceptually related indicators of social competence including teacher report, peer report, and direct play observation data. Children who evidenced high interactive play ratings received high social skill ratings from teachers, and were well liked by peers and engaged during play sessions. Children who were disruptive in play received ratings of low self-control and were more likely to be engaged in solitary play. Disconnection in play was associated with low acceptability by peers and lack of involvement in play sessions. Practical use of the PIPPS and further study of developmentally appropriate social competencies for African American Head Start children are discussed.     

"基因的表达"复习课的教学设计及实践

复习基因的表达时利用多媒体课件，将内容重组再现，让学生主动学习．积极获取知识信息，自我构建完整的知识结构体系。     

高三生物复习备考策略探究

在高考生物备考复习中,采用何种方法直接关系到学生成绩的高低,本文从教师本身和学生两方面对高考生物的复习备考策略做了总结。