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Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading, which is better?
Studies in Educational Evaluation ( IF 2.704 ) Pub Date : 2021-03-01 , DOI: 10.1016/j.stueduc.2020.100959
Natasha Dmoshinskaia , Hannie Gijlers , Ton de Jong

Abstract In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51) and the Netherlands (n = 42) gave feedback on concept maps during a physics lesson. The lesson was given in an online inquiry learning environment that included an online lab. Students gave feedback in a special Peer Assessment tool, which also provided assessment criteria. Findings indicate that post-test knowledge scores were higher for students from the commenting group. The difference between the groups was largest for the low prior knowledge students. Possible educational implications and directions for further research are discussed.

中文翻译:

从在查询上下文中查看同行的概念图中学习:评论或评分,哪个更好?

摘要 在同行评估中,接受反馈和给予反馈(评论同行的产品)都被发现有利于学习。然而,给出反馈的不同方式及其对学习的影响还没有得到足够的研究。本实验研究比较了通过撰写评论和评分来提供反馈,以确定哪种方式对反馈提供者的学习贡献更大。来自俄罗斯(n = 51)和荷兰(n = 42)的中学生在物理课上对概念图给出了反馈。该课程是在包括在线实验室在内的在线探究学习环境中进行的。学生在一个特殊的同伴评估工具中提供反馈,该工具还提供了评估标准。结果表明,评论组学生的测试后知识分数更高。低先验知识学生的组间差异最大。讨论了可能的教育意义和进一步研究的方向。
更新日期:2021-03-01
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