Peer assessment in university teaching: evaluating seven course designs

Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.     

Peer teaching in higher education: A review

In the last decade, peer teaching has gained momentum in higher education. Socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest. A number of peer-teaching models including discussion groups led by undergraduate students, proctoring (PSI), student learning groups, the learning cell, and student counseling of students (parrainage) have evolved. Several issues and problems may confront the instructor who wants to use undergraduates as teachers: selection of student partner, functions of student teacher, cooperation vs. competition, the structure of the learning situation, preparation of the student teachers, benefits of peer teaching, the role of the professor, financial aspects and instructional facilities. The evidence reviewed suggests that peer teaching, best used in conjunction with other teaching and learning methods, has great potentials for both student teacher and student learner, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction. A student's colleagues often represent the least recognized, least used and possibly the most important of all the resources available to him. (Mackenzie et al., 1970).Portions of this paper have been presented by the second author at the International Symposium on Ingenieurpädagogik '75, 14–16 April, 1975, in Klagenfurt, Austria and at the International Conference on Improving University Teaching, 9–11 May, 1975, in Heidelberg, Germany.     

基于教学内容的多媒体与传统教学手段组合式教学法

论述了多媒体教学与传统教学手段的特点及利弊,提出了基于教学内容的多媒体与传统教学手段相结合的组合式教学法这一新的教学方法,并将此方法应用于实际教学,取得了较好的教学效果。     

浅议《资产评估》课程教学内容和教学方法

通过多年的《资产评估》课程教学工作,总结发现课程内容和教学方法中存在的问题,这些问题影响学生学习积极性且不利于学生对知识的掌握。为使《资产评估》教学内容更加合理和准确,能够培养更高质量的资产评估人才,本文首先对《资产评估》课程内容和教学方法存在的问题进行论述,然后分别提出改进教学内容和教学方法的建议。     

探析健美操专项课程教学内容改革

高校健美操专项课堂教学中存在着不少问题,制约了课程教学效果与质量的提升,不利于专业性、综合性高素质人才的培养,因此要加强教学创新与改革,打造优质的健美操专项课程。本文分析了高校健美操专项课程现状,探究了专项课堂教学内容改革对策,希望能为健美操教学创新改革提供参考。     

“地理信息系统课程设计”教学内容和模式探讨

以武汉大学GIS专业的"地理信息系统(GIS)课程设计"为例,介绍了该课程的教学内容设置,从理论教学知识要点和工程实践具体要求相互结合的角度出发,提出了面向问题、知识点、技术方案等核心要素的教学模式和考核模式的新思路,从而改进了传统GIS课程设计的教学形式,取得了良好的教学效果。     

高职礼仪课程“模块式”教学内容探索

本文试从教学内容的角度探索高职礼仪课程"模块式"教学,每一模块都包含理论教学和实践教学两大环节。最后,要根据教学设计的理念建设好与之相配套的课程理论教学资源、实践教学资源和其他资源。     

对高职院校体育课程教学内容改革的研究

本文运用文献资料法和综合分析法,根据高等职业教育的特点,结合大学生的实际体育需求,通过对现行高职院校体育课程教学内容设置的分析和研究,提出构建具有职业教育特色的新型职业实用性体育课程内容的初步设想与建议。     

机械制图新授课课型及教学要求

机械制图是中等职业学校机械类专业的一门技术基础课,是学生学习后继专业课程的基础,是进行课程设计、毕业设计和生产实习的基础,是工科学生工作后的看家本领.本文研究机械制图新授课课型及教学要求.     

新课程理念与初三物理复习教学

<基础教育课程改革纲要(试行)>提出了"改变课程评价过分强调甄别与选拔的功能,发挥评价促进学生发展、教师提高和改进教学实践的功能"的评价改革目标.根据改革精神,物理中考评价应充分发挥促进学生发展和教师成长的功能,使物理中考评价的过程成为促进教学发展与提高的过程.     

工程力学课程内容设置与教学过程设计探讨

工程力学的学习,课程教学是一个重要的环节。针对工程力学课程教学过程中出现的问题,提出了适应普通本科院校人才培养需求的工程力学课程内容设置,并对课堂教学的过程提出了有针对性的设计。     

Utilizing Summative Evaluation Through External Peer Review of Teaching

This article examines the dichotomy between summative and formative evaluation of teaching and suggests a new model for reviewing teaching that utilizes colleagues from other campuses (external review) as a means of summative evaluation. Traditionally student evaluations and on-campus peer-based review of teaching (internal review) discourage innovations in teaching assessments because they are used for summative purposes. Based on research conducted as a part of the AAHE Peer Review of Teaching National Project, this article argues that summative evaluation of teaching should be based on external review leaving internal review primarily for formative purposes.Jere W. Morehead: Jere W. Morehead received his Juris Doctorate from the University of Georgia     

Peer partnership to enhance scholarship of teaching: a case study

This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.     

整合教学内容 增强《概论》课实效性

《毛泽东思想和中国特色社会主义理论体系概论》(以下简称《概论》课)承担着提高大学生政治理论素养、坚定社会主义信念的重要任务。但在《概论》课教学中,存在着综合性强、现实性强、重复严重、课时不足等种种问题,因此,将教材体系转化为教学体系,根据教学要求不断拓展教学内容,与时俱进,对《概论》课教学内容进行整合,对增强《概论课》教学实效性具有重要现实意义。