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501.
Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process 总被引:2,自引:4,他引:2
Roy Ballantyne Karen Hughes Aliisa Mylonas 《Assessment & Evaluation in Higher Education》2002,27(5):427-441
Peer assessment has been used successfully in higher education, with important benefits reported in terms of student learning. However, most of the literature has focused on its use with small groups of students taught by staff who are committed to the peer assessment process. This paper reports the development of peer assessment procedures for use in large classes, using a cyclical process of action, reflection and refined action. The project was carried out in three phases and after each phase changes were made to the procedures in response to student and staff feedback. The development of procedures is discussed in relation to assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures and tutor remarking. Although there are specific difficulties associated with the use of peer assessment in large classes, this study suggests that these are outweighed by the learning benefits for students. Based on the findings of this study, recommendations are made for ways in which peer assessment might be successfully applied in large classes. 相似文献
502.
Edward H. Sewell Roy L. Moore 《Educational technology research and development : ETR & D》1980,28(1):39-46
What effect does the inclusion of cartoon embellishments have on printed and audiovisual presentations? College students read, listened to, or viewed a presentation about the library. Some presentations included cartoons. The results suggest that if comprehension is the only goal, the printed text without cartoons is just as effective as cartoons or audiovisual presentations. If enjoyment is a factor, cartoons or audiovisual presentations should be considered. 相似文献
503.
Roy C. Woods 《Peabody Journal of Education》2013,88(3):118-119
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Egbert Le Roy Dakin 《Religious education (Chicago, Ill.)》2013,108(6):446-450
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Roy Lundin 《The American journal of distance education》2013,27(3):53-65
Abstract This paper addresses new flexibility in educational programs and delivery in terms of the possibilities now available for extending the body and the mind through electronic communications. Issues are raised regarding what is true and the nature of reality in the virtual world of the Internet. Finally, the article discusses the ability of people to cope with these issues in terms of the education required, the development of ‘information literacy’, and the implications for personal responses to them. These ideas are developed within the context of the “World Brain/World Mind” concept first set forth by H. G. Wells in 1938. 相似文献
510.
Roy P. Martin 《Exceptionality》2013,21(2):127-131
The stories of 3 young people from low socioeconomic backgrounds highlight significant issues in educating gifted students living in poverty. Major themes uncovered across the 3 cases included educators who looked beyond the circumstances of the students and maintained high expectations, the positive influence of enriched teaching-learning opportunities and extracurricular activities, and the success of a mentoring approach with the students. Based on these findings, implications for educating children living in poverty are also discussed. 相似文献