Bibliografias temáticas / Formative peer assessment (PA)

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Literatura científica selecionada sobre o tema "Formative peer assessment (PA)"

Autor: Grafiati

Publicado: 12 de outubro de 2024

Última modificação: 31 de julho de 2025

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Artigos de revistas sobre o assunto "Formative peer assessment (PA)"

Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi, and Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, no. 1 (2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.

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In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years ol

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Lima, Alba Regina de Abreu, Júlio César André, Marina Kamimura, et al. "Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?" Journal of Education and Training Studies 8, no. 3 (2020): 90. http://dx.doi.org/10.11114/jets.v8i3.4737.

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received fr

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Liu, Yingchun, Zhuojing Ni, Shimin Zha, and Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography." Sustainability 14, no. 23 (2022): 15787. http://dx.doi.org/10.3390/su142315787.

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Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of kno

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Gu, Chenhua. "Student Peer Assessment." Review of Educational Theory 3, no. 2 (2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.

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This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.

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Goldin, Ilya M., and Kevin D. Ashley. "Eliciting formative assessment in peer review." Journal of Writing Research 4, no. 2 (2012): 203–37. http://dx.doi.org/10.17239/jowr-2012.04.02.5.

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Janicka, Monika. "DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN – ERGEBNISSE EINER STUDIE." Neofilolog, no. 54/1 (March 31, 2020): 87–104. http://dx.doi.org/10.14746/n.2020.54.1.6.

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The article introduces formative assessment as one of the most powerful factors influencing students’ achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to fo

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Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson, and Elisabeth Carlson. "Formative peer assessment in higher healthcare education programmes: a scoping review." BMJ Open 11, no. 2 (2021): e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.

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ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nur

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Chin, Paul. "Peer assessment." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 13–18. http://dx.doi.org/10.29311/ndtps.v0i3.410.

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Peer assessment is the process whereby students provide formative or summative feedback to fellow students about their work. There have been many decades of research into the potential benefits of peer assessment and numerous studies have shown that peer assessment offers real educational, and sometimes social benefits for students. In addition, self assessment is often included alongside, but the benefits are sometimes disputed. This article will provide a brief summary of the research establishing the educational benefits of peer assessment and self assessment. There has also been a lot of w

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Nikolovska, Anzela, Mira Bekar, and Zorica Strezovska. "The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific." Studies in Linguistics, Culture, and FLT 11, no. 3 (2023): 27–48. http://dx.doi.org/10.46687/fwvc2082.

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The paper reports on the outcomes of research carried out at a North Macedonian public university aimed at developing the language competences of prospective EFL teachers through formative assessment. For the study’s purposes, a CEFR-based assessment tool was designed for teacher, peer and self-assessment of the ETP (English-for-teaching purposes) competences of fourth year student–teachers (n=15) micro-teaching lower year students. Fluency, accuracy, interaction, stimulating the development of ideas, and addressing audiences were the formative assessment criteria used to check if there was pr

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Adawiyah, Siti Rabiatul, and Nofisulastri Nofisulastri. "Kualitas Peer Assessment sebagai Assessment Formatif." Bioscientist : Jurnal Ilmiah Biologi 8, no. 2 (2020): 337. http://dx.doi.org/10.33394/bjib.v8i2.3159.

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This study aims to produce a suitable peer assessment instrument as a formative assessment. This type of research is development research, because it develops a peer assessment instrument. The development of the peer assessment instrument refers to the Borg & Gall development model which includes 10 stages, namely: 1) a preliminary study; 2) planning; 3) development of a product initiation model; 4) reviewing the initiation model of the product; 5) revision; 6) limited trials; 7) revised trial results; 8) wide-scale trials; 9) final product revision; and 10) dissemination. However, in this

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Teses / dissertações sobre o assunto "Formative peer assessment (PA)"

Clayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.

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Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mo

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Ho, Lok Ming Eric. "Improving ESL formative assessment practices and student learning via multi-staged peer assessment of oral presentations." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/6dbc7efc-05e2-4a10-a993-bf003041eb6f.

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In an examination dominated educational culture such as that in Hong Kong, university students’ experiences with multiple forms of assessment is somewhat limited. It is understandable, therefore, why not only students, but teachers as well, remain skeptical when confronted with new approaches to assessment. This study set out to challenge the ‘conservative’ nature of assessment that characterises Hong Kong and to engage students with assessment practices that involved them in not only being assessed, but in taking on the role of the assessor as well. The research study portrays how a sample of

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Kuo, Chia Lin. "A quasi-experimental study of formative peer assessment in an EFL writing classroom." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2863.

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The benefits of using formative peer assessment have been broadly recognized by educators. However, in the context of English as a Foreign Language (EFL) teaching, research into the effectiveness of peer assessment has produced mixed results. One major focus of research is how training can influence the effectiveness of peer assessment. A number of case studies have reported positive outcomes using particular training methods, but there is relatively little research into the application of such training methods and their effects in ordinary EFL classes. This thesis reports a study of training

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Boon, Stuart Ian. "How can peer assessment be used in ways which enhance the quality of younger children's learning in primary schools?" Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38029.

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Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to e

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Rowan, Paul A. R. "Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/57.

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This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also

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Andersson, Sanna. "Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.

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The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on thi

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Bennett, Deborah Peterson. "Elementary School Teacher Perceptions of Using Formative Strategies To Improve Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1399.

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Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member ch

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Wilhelm, Anna. "Matematikyftet, vad hände sen? : En studie kring Matematiklyftets inverkan på ett arbetslags bedömningsarbete." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36755.

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Syftet med denna studie är att undersöka hur ett arbetslags förutsättningar och uppfattningar om kollegialt lärande och formativ bedömning har påverkat deras undervisning efter att ha deltagit i Matematiklyftet. Arbetslaget samt deras rektor har intervjuats och en analys av de texter som behandlar bedömning från två moduler i Matematiklyftet har genomförts för att svara på syftet. Under fortbildningen har arbetslaget getts tillfällen att prova olika metoder för att arbeta med formativ bedömning i sin undervisning, där de fastnat för några av dem och fortsatt använda efter Matematiklyftets slut

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Leijon, Nathalie, and Theresa Spindelberger. "Själv- och kamratbedömning : En undersökning av lärares och elevers uppfattningar kring själv- och kamratbedömning." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-22076.

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Ekoniak, Michael Roman III. "Practice and Efficacy of Peer Writing Feedback in a Large First-Year Engineering Course." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95551.

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Engineering educators and industry professionals recognize the need for graduates to be effective communicators, yet the effective teaching of communication remains a persistent contemporary issue, with studies continuing to indicate that engineering graduates are insufficiently prepared for workplace communication. Despite compelling arguments that that writing should be treated as a situated activity, writing instruction is often separated from content instruction within engineering curricula. Even when they are integrated, it is often in a way does not optimally support improvement of stude

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Livros sobre o assunto "Formative peer assessment (PA)"

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assess

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Capítulos de livros sobre o assunto "Formative peer assessment (PA)"

Zlabkova, Iva, Jan Petr, Iva Stuchlikova, Lukas Rokos, and Alena Hospesova. "Development of teachers' perspective on formative peer assessment." In Developing Formative Assessment in STEM Classrooms. Routledge, 2024. http://dx.doi.org/10.4324/9781003466079-6.

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Alt, Dorit, and Nirit Raichel. "Peer Assessment in Multicultural Classrooms: Tensions and Opportunities." In Equity and Formative Assessment in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_6.

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Ketonen, Laura, Pasi Nieminen, and Markus Hähkiöniemi. "How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?" In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.

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AbstractExercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer as

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Capuano, Nicola, and Francesco Orciuoli. "Application of Fuzzy Ordinal Peer Assessment in Formative Evaluation." In Advances on P2P, Parallel, Grid, Cloud and Internet Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69835-9_52.

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Rusman, Ellen, Rob Nadolski, and Kevin Ackermans. "Viewbrics: A Technology-Enhanced Formative Assessment Method to Mirror and Master Complex Skills with Video-Enhanced Rubrics and Peer Feedback in Secondary Education." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_10.

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AbstractTo master complex skills, it is important to practice regularly and to form a mental model of the strived-for skills. If you know for which mastery level you are striving and can mirror performances against this benchmark with help of others, then you can focus on practicing deficient sub-skills to become a ‘master’. Although regular and structured practice is indispensable, secondary schools do often not facilitate this in daily educational practice. We expected that a technology-enhanced formative assessment method with analytic rubrics could support both mental model formation as we

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Al Jahromi, Diana. "Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?" In Changing Language Assessment. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.

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Vakkou, Kyriaki Α., Tasos Hovardas, Nikoletta Xenofontos, and Zacharias C. Zacharia. "Comparing Expert and Peer Assessment of Pedagogical Design in Integrated STEAM Education." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_6.

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AbstractThe objective of this exploratory study was to implement peer assessment for pedagogical design in integrated STEAM education and to compare expert and peer feedback, in this regard. We engaged pre-service teachers registered in an undergraduate programme for primary education in a formative/reciprocal peer assessment arrangement, where they had the chance to act as both peer assessors and peer assessees. Although global measures of validity (correlations between total scores of expert and peer assessors) and reliability (correlations between total scores of different peer assessors fo

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Parkinson, David Anthony, and Michael Edward Parker. "An online peer assessment tool for embedding authentic feedback literacy in students studying creative subjects." In Formative Assessment and Feedback in Post-Digital Learning Environments. Routledge, 2025. https://doi.org/10.4324/9781003360254-11.

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Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.

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Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formativ

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O’Mahony, Tom. "Developing Engineering Students Writing Competence: An Intervention Based on Formative and Peer Assessment." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_74.

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Trabalhos de conferências sobre o assunto "Formative peer assessment (PA)"

Daukšaitė-Kolpakovienė, Aurelija. "Attitudes of English Students Whose Skills are Peer-Assessed." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.

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Peer-assessment (PA) has been used in all study cycles for over three decades. In foreign language classes, for example, it has mostly been applied to assess writing rather than other skills. However, this study focused on PA of oral skills and aimed to learn about university students’ attitudes towards their experience of being peer-assessed in their English classes online during the pandemic when PA was used as a way of formative assessment (the grades suggested by peers were not a part of final course grades). The study involved 49 Vytautas Magnus University (VMU) students (Lithuanians) stu

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Tarimo, William. "ASSESSING THE IMPACT OF PEER GRADING DURING FORMATIVE ASSESSMENT ACTIVITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2658.

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Perlman-Dee, Patricia. "DEVELOPING PEER-TO-PEER FEEDBACK AND DIGITAL SKILLS IN FORMATIVE ASSESSMENT BY USING ONENOTE." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1752.

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Shin, Insub, Su Bhin Hwang, Yun Joo Yoo, Sooan Bae, and Rae Yeong Kim. "Comparing Student Preferences for AI-Generated and Peer-Generated Feedback in AI-driven Formative Peer Assessment." In LAK '25: The 15th International Learning Analytics and Knowledge Conference. ACM, 2025. https://doi.org/10.1145/3706468.3706488.

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Wylie, E. Caroline. "Supporting Teachers to Engage With Peer-Supported Professional Learning About Formative Assessment." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583218.

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Yang Song, Zhewei Hu, Yifan Guo, and Edward F. Gehringer. "An experiment with separate formative and summative rubrics in educational peer assessment." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757597.

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Kumar, Krishan, Bibhya Sharma, Gavin Jahir Khan, Salsabil Nusair, and Krishna Raghuwaiya. "An exploration on effectiveness of anonymous peer assessment strategy in online formative assessments." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274162.

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Arlianty, Widinda, and Beta Febriana. "UNDERSTANDING PEER AND TEACHER ASSESSMENT ABOUT LABORATORY SKILL ON FORMATIVE ASSESSEMENT THROUGH SCIENTIFIC APPROACH." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3112.

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Ma, Zhiqiang, Yichi Wang, and Xiu Guan. "Developing oral presentation skills through formative self- and peer-assessment in the context of China." In 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00046.

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Robles, M.-Dolores, and Pilar Abad. "Dual-evaluation with formative peer-assessment by rubrics: A teaching experience in Business and Economics studies." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9460.

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This paper shows the implementation of a learning experience based on formative peer feedback. The experience consists in the grading of an individual assignment using a dual-evaluation with peer’s assessments method using rubrics. We develop this experience in a variety of subjects corresponding to three different Bachelor’s degrees related to Business and Economics and gather the student’s reflections about how this learning experience has influenced the acquisition and development of a set of generic competencies. Overall, students value positively the experience. In general, they consider

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Relatórios de organizações sobre o assunto "Formative peer assessment (PA)"

Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm

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