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Teses / dissertações 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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1

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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3

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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4

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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5

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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7

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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10

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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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse

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Granqvist, Linnéa. "Kamratbedömning: ris eller ros? : En kvalitativ studie av åk 8 elevers känslor för att arbeta med kamratbedömning i svenskämnet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40581.

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The purpose of this study has been to explore how a class of year 8 students from a school in the middle region of Sweden experience peer assessment on written assignments in the Swedish subject as well as their feelings towards peer assessment and their opinion of how well it works as a tool for learning. To answer this question an observation of a peer assessment session concerning a debate article was conducted. This was followed up by a focus group interview with five students during which peer assessment was thoroughly discussed. The purpose of the observation was for the researcher to ga

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Balboa, Álvarez Carolina. "The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35535.

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This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were comp

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Quach, Melissa. "Assessment in English on the Upper Secondary Level : Teachers' experiences of formative assessment: a comparison between theories and practices." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78835.

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The aim of this study was to compare practices of assessment with theory. Three teachers on the upper secondary level in English were interviewed. This study contains three research questions, namely, how do teachers work with assessment? To what extent do teachers work with formative assessment in the subject English? In what way do teachers’ perception and experiences of formative assessment relate to current research in the field? The results indicate that formative assessment is an established method in the classroom, which differed from a collegial aspect since most collegial collaboratio

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Jelso, Janay. "Development and Formative Implementation of a Nutrition Assessment and Peer Education Program Based on Dietary Analysis at a California State University." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/165.

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A healthy diet has been established as a key component contributing to an individual’s quality of life. Statistics show that the diet of Americans needs improvement (Guenther et al., 2007) indicating possible lack knowledge of what healthy eating behaviors are. There is an abundance of nutrition misinformation available to the consumer (American Dietetic Association, 2002a). Dietary interventions that provide credible education based on readiness to change behaviors and goal setting have been successful in increasing awareness of what healthy eating behaviors are and changing existing behav

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Hautala, Susanna. "Att veta vägen till mål : Formativ bedömning i religionsundervisning på mellanstadiet." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32183.

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The purpose of this study is to examine what kindof formative assessments is used in the religious education at middle-schoolin Sweden. A further aim of the study is to examine whether any problems can be observed with formative assessment. Questions that will try to be answered are: What kindof formative assessment occurs in religious education at the middle school in a Swedish school? What problems can be observed with formative assessment in religious education at the middle school in a Swedish school? To answer these questions, six lessons in religious education were observedin total; thre

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Lindqvist, Robert, and Jesper Shuja. "Attitudes to Assessment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35838.

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This explorative research paper looks at the attitudes and experiences of four EFL teachers towards assessment of English as a foreign language. The study was carried out using qualitative research with semi-structured interviews. The paper discusses factors that impact attitudes towards assessment. Our findings show that assessment is affected by a variety of factors, including colleagues, the head teacher and guiding documents. Furthermore, this paper identifies the need for more teacher education regarding the process of assessment, specifically formative assessment.

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Elmi, Mohamed, and Linus Johansson. "Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback." Thesis, Högskolan Dalarna, Informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28049.

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Syftet med denna studie är att ta reda på vad som skulle motivera studenter att använda sig av en gamifierad plattform för att ge varandra formativ feedback. Studien är utformad som en fallstudie där studiens utgångspunkt är studenternas behov av en möjlig gemensam plattform för att enklare kunna be varandra om hjälp i programmeringskurser. Men Studien och det efterföljande resultatet kan även appliceras på andra kurser. Användningen utav både kvalitativa och kvantitativa datainsamlingsmetoder har genomförts, detta i form utav intervjuer och enkäter samt en testning av en gamifierad plattform.

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Mvelase, Newton Bhekisisa. "An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase." Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.

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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL

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Hautala, Susanna. "Alla vägar bär till mål : Formativ bedömning i geografiundervisning på mellanstadiet." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32761.

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The purpose of this study is to examine what kind of formative assessments is used in the Geography education at middle-school in Sweden, and how the use of formative assessment differs between teachers. A further aimis to examine whether any problems canbe observed with formative assessment in Geography education. Following questions will try to be answered: What strategies informative assessment occurs in Geography educationin indoor schooling at Swedish schools? What problems/lacks can be observed based on the strategies used in formative assessment in Geography subject in indooreducation?

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Suriya, Ramon. "Att vara resurser för varandra : kamratbedömning i matematikundervisningen." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-78411.

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Utgångspunkten för den här litteraturstudien är det sociokulturella perspektivet där lärandet sker i samspelet med varandra. Kamratbedömning delar samma utgångspunkt. Syftet med den här litteraturstudien är att sammanställa och analysera vad forskningen säger om kamrat-bedömningens effekter på matematiklärande. Metoden som används för att få fram ett resultat är en systematisk litteraturstudie. Tjugotre forskningsstudier har kartlagts och analyserats. Resultatet visar att kamratbedömning ger positiva effekter för elevers lärande när det används i ämnet matematik. I det här arbetet delas kamrat

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Grimm, Sarah. "Gymnasielärares arbete med elevers självbedömning och kamratbedömning i den svenska skolan." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174009.

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The purpose of this qualitative study was to describe and analyze the ways Swedish high school teachers deal with self- and peer assessment which can be defined as arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners (Topping, 2009). Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Self and peer assessment can be summative or formative. This study has drawn on data from semi-structured interviews with five teachers. The results cast light

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Billow, Emilie. "Ett nytt sätt att tänka : En studie av fem lärares syn på bedömning och betygssättning i Engelska 5." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12484.

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Sedan 1990-talet har Sverige ett kunskaps- och målrelaterat bedömningssystem i skolan där eleverna blir bedömda och betygsatta utifrån ämnesplan och kunskapskrav. I samband med den nya skolreformen 2011 reviderades innehållet i dessa styrdokument. Studiens syfte är att belysa hur engelsklärare resonerar i sitt val av bedömningsformer för underlag vid bedömning och betygssättning i förhållande till ämnesplan och kunskapskrav i Gy11, samt att undersöka om det finns skillnader i lärarnas bedömningsarbete i jämförelse med Lpf94. Undersökningen har genomförts vid en gymnasieskola där kvalitativa in

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Granekull, Therese. "Kamratbedömning i naturvetenskap på mellanstadiet : formativ återkoppling genom gruppsamtal." Licentiate thesis, Malmö högskola, Institutionen för natur, miljö, samhälle (NMS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7595.

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Kamratbedömning kan ha en positiv effekt på elevers lärande. För att uppnå denna positiva effekt måste elever kunna ge återkoppling till sina kamrater och även ta emot återkoppling från sina kamrater. Elever måste också kunna använda den återkoppling som de får. Återkoppling kan ges på fyra olika nivåer, uppgiftsnivå, processnivå, självregleringsnivå och personnivå. Att använda elever som lärande resurser för varandra, är en av nyckelstrategierna inom formativ bedömning. Fokus på formativ bedömning och användning av den samma har ökat inom skolan. Det, tillsammans med att det inte finns många

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Haage, Susanna, and Anna Maria Ramström. "─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130741.

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The purpose of this study was to find out more about upper secondary school students ́ experience of peer response to media productions, eg movies and digital stories. We also explored how they learn peer response, how they use it and how peer response affects students’ choice of content for the media productions that they produce. The methods that we have used is an unstructured lesson observation, combined with discussions in two focus groups with 1st and 2nd grade students enroled at the Arts program at a secondary school in a metropolitan area in Sweden. The results of the study show that

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Borg, Emma, and Kristin Edvinsson. "Formativ bedömning : En litterturöversikt med analys." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19231.

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Genomförda undersökningar visar att formativ bedömning förbättrar elevers inlärning och förståelse. Den svenska läroplanen från 2011 ger tydliga indikationer på att formativ bedömning ska inkluderas i undervisningen. Vår diskussion i denna uppsats är därför aktuell och den visar hur forskare artikulerar fenomenet formativ bedömning. Litteraturstudien inkluderar information om vad formativ bedömning innebär och förslag på hur man kan arbeta utifrån ett sådant arbetssätt. Vår studie visar att de viktigaste komponenterna inom formativ bedömning är att tydliggöra målen, återkoppling samt själv- oc

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Eriksson, Christoffer, and Carl-Christian Olsson. "Formativ bedömning i Idrottspraktiken : Lärares uppfattningar om återkopplingens inverkan på undervisning och lärande i ämnet Idrott och hälsa." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100891.

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Studiens syfte är att undersöka högstadielärares idéer och tillämpning av formativ bedömning i ämnet idrott och hälsa, samt vilken typ av formativ bedömning lärarna anser hjälper eleverna bäst i deras lärande. Till studien hör följande frågeställningar: (1) Vilka idéer, värderingar och normer kännetecknar lärares uppfattning om formativ bedömning och dess tillämpning i undervisningen? (2) Vilken typ av formativ bedömning anser idrottslärare hjälper eleverna bäst i sitt lärande? (3) Vilka skillnader finns mellan idrottslärare i deras användning och konceptualisering av formativ bedömning? Studi

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Ljungberg, Pernilla. "Kamratrespons som formativ bedömning i svenskämnet : Metoder, möjligheter och svårigheter." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66488.

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Syftet med detta examensarbete är att undersöka hur några lärare i årskurs 1-6 arbetar med kamratrespons vid bedömning av elevtexter i ämnet svenska. Ytterligare ett syfte med examensarbetet är att få kunskap om vilka möjligheter och svårigheter det finns med arbetssättet kamratrespons samt att ta reda på hur de intervjuade lärarna tror att eleverna upplever kamratrespons. Utgångspunkten är Vygotskijs teori om sociolkulturellt lärande i socialt samspel. I studien har semistrukturerade kvalitativa intervjuer med fem lärare från tre olika skolor använts. Lärarnas beskrivningar av arbetssättet öv

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Graner, Gunlög. "Kamratbedömning i svenska : Nio lärares tankar och erfarenheter." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31476.

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This paper studies how peer assessment is used as a strategy to improve young learners' results in Swedish as a school subject. Nine teachers are interviewed about their use of the method on 7-12-year-old pupils. Comparisons are made between the interviews and Swedish and international discussion on peer assessment. There are similarities between the practice of the teachers and what is said in the litterature about the method and its advantages and drawbacks. The teachers tend to emphasize the social aspects more, though. They also point to adjustments necessary to make the method function in

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Åkesson, Marie. "Å ena sidan, å andra sidan : Essä om fritidshemmets samverkan med skolan när det gäller att synliggöra elevernas kunskapsutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35321.

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In my essay, I take as starting point stories where I experience that the school context does not take advantage of the possibilities offered by the youth leisure center in gathering information about the students’ knowledge development. In my text I am going to reflect upon my irritation, how I acted and why I acted in a certain way in different situations with students. The aim of my essay is to examine how can I, in my role as a youth leisure center educator act, so that my assessment of the students can be a complement to the school’s assessment. I am even going to investigate what possibi

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Diez, Diana. "Promoting conceptual understanding in high-school physics : Exploring the effects of using an audience response system." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-290231.

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Research shows that students may be proficient in solving physics problem mathematically but still lack a fundamental understanding of the phenomena in question. One reason may be that a traditional approach to physics instruction emphasises instructors transfer of material to the students and problem-solving, sometimes at the expense of conceptional understanding. This master thesis combines socio-cultural and behaviouristic perspectives to analyse the effects of audience response systems in learning environments, in particular physics instruction. An audience response system is a tool that c

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KATSOULAS, ELENI. "THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK." Thesis, 2012. http://hdl.handle.net/1974/7714.

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The ability to receive regular peer feedback on learning should, in theory, be valuable to learners. A formative view will be presented in this study in which information is collected and used as feedback for student learning. This differs from summative practices where the purpose is to make judgments about the extent to which learning has taken place. This case study takes place in a first year master’s Occupational Therapy (OT) course where the focus is on the development of communication skills. These skills are developed through interviewing and assessment strategies. This case focuses on

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Mostert, Markus, and Jeanette D. Snowball. "Dancing with the devil: formative peer assessment and academic performance." 2013. http://hdl.handle.net/10962/69301.

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Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which

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Riemer, Sandra. "Formative Bewertung von Dolmetschleistungen im Studienverlauf: Bewertungskriterien, Bewertungsperspektiven und Vermittlung der Bewertung." 2019. https://ul.qucosa.de/id/qucosa%3A36306.

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Der anwendungsorientierte Masterstudiengang Konferenzdolmetschen hat die wesentliche Zielsetzung, Studierende auf eine professionelle Dolmetschtätigkeit vorzubereiten. Daher besteht ein überwiegender Anteil der Lehrveranstaltungen und des Selbststudiums darin, die Fähigkeiten zu trainieren, die für die Berufsausübung nötig sind. Um das Lernen zu lenken und den Lernfortschritt zu überwachen, erhalten die Studierenden wiederholt von verschiedenen Seiten Rückmeldungen zu ihrer erbrachten Leistung. Durch diese Bewertungen sollen Stärken und Schwächen aufgezeigt werden, um eine gezielte Weiterentwi

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Wu, Hsiu-O., and 吳秀娥. "Computer Supported Peer Instruction: Heterogonous Performance-based Neighbor Assignment, Formative Assessment Record, and After-class Supplementary Tests." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/81727125896061568516.

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碩士<br>元智大學<br>資訊工程學系<br>99<br>Peer Instruction is an instructional method to enhance the interactivity and the student learning effect in the classroom. This research developed a computer supported Peer Instruction system, including three mechanisms: heterogonous performance-based neighbor assignment, formative assessment record, and after-class supplementary tests. The mechanism of heterogonous performance-based neighbor assignment analyzes student previous Peer Instruction performance and assigns students to sit with heterogonous performance neighbors to increase cognitive conflict during di

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Cummins, Avril. "Seeing eye to eye : the benefits of using dialogical assessment to align teachers' and pupils' evaluations : a case study of habits of mind." Thesis, 2015. http://hdl.handle.net/10539/17732.

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Thinking Skills has, since its conception as a teachable subject, been difficult to assess due to lack of a universal definition of Thinking Skills. McMahon (1999) warns that the chosen strategy for assessing Thinking Skills must itself promote and reward thinking skills. Self- and Peer- assessment are the methods of assessment proposed by Costa and Kallick (2000) for the assessment of their Thinking Skills programme, Habits of Mind. This study investigates the diversity of perceptions which can be generated through self-, peer- and teacher-assessment, and how a balance can be struck bet

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Weldmeskel, Fisseha Mikre. "The use of quality formative assessment to improve student learning in West Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/21909.

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The purpose of this study was to examine the ways by which student learning improvement and the self-regulation of learning are possible through the use of quality formative assessment in the teaching of a university course. In recent years, researchers in educational assessment are showing an increased interest to the improvement of learning resulting from the use of formative assessment. Formative assessment is generally recognised as an improvement oriented assessment. It is believed to result in instructional effectiveness. Quality formative assessment includes formative feedback, sel

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Kopecká, Jana. "Formativní hodnocení ve výuce na 1. stupni základní školy." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-349128.

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This diploma thesis Formative Assessment in Primary School Education deals mainly with the classroom assessment, which provides the pupils with purposeful feedback on their learning at the time when their performance can still be improved. It is a very frequent assessment of pupil's progress. The first part of this diploma thesis deals with classroom assessment and describes the different types of assessment, its forms and tools. After embedding formative assessment to the context of classroom assessment, the thesis deals with the definition of this term and it closely clarifies its history, d

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Raška, Dominik. "Případová studie: zavádění prvků formativního hodnocení do výuky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387322.

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The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils

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Dessie, Askalemariam Adamu. "Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/21029.

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Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From

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Navrátilová, Lenka. "Zavádění formativního hodnocení na 2. stupni základní školy v přírodovědných předmětech." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415845.

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The work deals with possible ways to implement formative assessment into education at the second stage of primary school at science subjects, particularly at natural history and chemistry. The assumption for successful implementation of formative assessment is healthy climate in the class and the support of mutual help between pupils meaning their awareness of synergic effects of work of the whole class such as collectiveness, full of mutual respect and awareness of the desire to achieve a common and successful goal. Related to this is the strengthening of cooperative learning, group work and

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Hanneforth, Nathalie Nicole. "Die Effektivität von peer teaching in der EKG-Lehre und der Einfluss des Prüfungsformates auf die studentischen Leistungen." Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-000D-F020-1.

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MÍSAŘOVÁ, Alena. "Vrstevnická zpětná vazba při badatelsky orientovaném vyučování přírodopisu na 2. stupni základní školy." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-394466.

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MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was in

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LIŠKOVÁ, Jana. "Rozhovor mezi žáky jako metoda vrstevnického hodnocení při badatelských úlohách z biologie člověka v hodinách přírodopisu." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363611.

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VOMÁČKOVÁ, J. (2017). The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 50 pg. The aim of this thesis was to design the inquiry-based task that was focused on the human physiology and that enabled to use the formative assessment, more concretely the peer dialogue. Given task is focused on the blood groups issues and pupils tried to suggest their own advancement how to perform the simplified blood test with the aid of the given working a

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Torres, Maria La Salete Sacramento. "Assessment for learning in the English language classroom." Master's thesis, 2021. http://hdl.handle.net/10362/128130.

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Assessment is part of every English Language Teaching (ELT) classroom and though there are different types of assessment, there are two which clearly stand out: Assessment of Learning (AoL), which is about the final product, and Assessment for Learning (AfL), which is about the process and how learners can be involved in their learning and assessment. Recent methodologies suggest that teaching should be learner-centred and that learners should be part of the teaching and assessment process. As a result, in Assessment for Learning, teachers and learners share responsibilities concerning the tea

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Laufková, Veronika. "Formativní hodnocení." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353596.

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This dissertation thesis is focused on the theme of formative assessment on a secondary level of education. The aim of this thesis is to define formative assessment and to show how it is implemented to the teaching process of the Czech language and literature on a secondary level of education. The theoretical part presents a review based on major international and national sources. Formative assessment is defined as an evaluation which brings valuable information concerning the knowledge and skills of the given pupil during the process of education. The typology and function of formative asses

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Stuchlá, Anna. "Vzájemné hodnocení ve výuce češtiny jako cizího jazyka." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-448973.

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The aims of this Master's thesis are (i) to examine the suitability of using peer-to-peer assessment in teaching writing skills in Czech B1-level courses and (ii) to suggest recommendations for tutors who are considering implementing the method in their Czech classes. The theoretical part is concerned with the description of particular types and forms of assessment and it presents an overview of several studies, focusing on those conducted in the field of ESL teaching. The empirical part focuses on describing the design and execution of the experiment as well as on interpreting its results. Th

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