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Hits 101 – 111 of 111
101
The Effect of Peer-Editing on the Quality of 11th Grade Composition
Ritchey, Barbara J.
In: UNF Graduate Theses and Dissertations (1984)
BASE
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102
Self-concept of parental evaluation of peer relationships in cleft lip and palate children
Jones, James E.
. - 1983
BASE
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103
Social structure and peer terminology in a black adolescent gang
Labov, Teresa
In:
Language in society. - London [u.a.] : Cambridge Univ. Press
11 (1982) 3, 391-411
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104
Procedural variations in group contingencies : effects on children's academic and social behaviors
Speltz, Matthew L.
;
Shimamura, Joan Wenters
;
McReynolds, William T.
In:
Journal of applied behavior analysis. - Hoboken, NJ : Wiley
15 (1982) 4, 533-544
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105
Social interaction in children's same-age and mixed-age discussion groups
Bowes, Jennifer
In:
Proceedings of the conference child language development. - Launceston, Tasmania : Launceston Teachers Centre
(1980), 47-57
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106
Transkriptband Jugendsprache : gesprochene Sprache in der Peer-Group
Fladrich, Marcel
(VerfasserIn);
Bahlo, Nils Uwe
(VerfasserIn). - Berlin : Retorika
DNB Subject Category Language
IDS Mannheim
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107
SUBVERTING AND REPRODUCING INSTITUTIONALIZED NORMS FOR LANGUAGE USE IN MULTILINGUAL PEER GROUPS
Ann-carita Evaldsson
;
Asta Cekaite
In: http://elanguage.net/journals/pragmatics/article/download/2839/2820/
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108
Peer and Self Assessment in Massive Online Classes
Chinmay Kulkarni
;
Koh Pang Wei
;
Huy Le
...
In: http://hci.stanford.edu/publications/2013/Kulkarni-peerassessment.pdf
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109
The Reliability of Students ’ Self and Peer Assessment for Group Works in Taiwan’s ELT Courses at the Tertiary Level
Ke I-chung
In: http://ir.lib.au.edu.tw/dspace/bitstream/987654321/2612/1/CH10-conf.2009_ke01_01.pdf
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110
Iterative learning: Self and peer assessment of group work
Mark Freeman
;
Diane Hutchinson
;
Lesley Treleaven
;
Chris Sykes
In: http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p198.pdf
Abstract:
Group work is commonly used to help students learn and develop team skills. However, many students report having poor experiences of assessable group work. While self and peer assessment can be used to reward student contributions more equitably in assessment contexts, careful design and support issues need addressing to ensure its success. This paper reports a social constructivist approach to assessing and improving group work. First, the literature linking summative and formative assessment with group work is reviewed. The importance of formative assessment in developing shared understandings between academics and students of the assessment criteria, in particular through self and peer ratings on criteria related to their group work contributions, is discussed. Second, findings from a pilot study, employing an online tool (SPARK) to enable collection and aggregation of self and peer ratings, are presented. Two cycles of data analysis, interpretation and reflections generate what we term iterative learning. Third, when carefully integrated, SPARK facilitates not only individual and groups of students to learn but also affords opportunities for academics to learn and refine assessment that increases student engagement. This paper will be useful for academics and academic developers seeking to support improved group work learning and assessment activities.
Keyword:
formative assessment
;
group work
;
self and peer assessment
;
SPARK
;
team work
URL:
http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p198.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.513.7433
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111
Chinese graduate students ’ perceptions of group size, efficiency and conflict in peer response 77 Chinese graduate students ’ perceptions of group size, efficiency and conflict in peer
Lee Wai Ying
In: http://nus.edu/celc/publications/RELT72/077to102lee.pdf
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