Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills

Rød, Jan Ketil; Nubdal, Marte

doi:10.1080/03098265.2021.1901265

Cited by 3 publications

(5 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That was not the case in this study, however, as large effects were reported in three of the four analysed domains. As Bernacki et al [56], Confrey et al [57], and Rød and Nubdal [58] indicated, the feedback provided by digital learning systems is very helpful in mathematics, as students' difficulties are diagnosed more quickly than they are in traditional learning environments. This digital feedback complemented with feedback received from peer help [59,60] may have helped students more accurately detect the content that was more difficult for them and therefore have facilitated important improvements in their academic achievement, as being better able to detect their difficulties enabled them to make improvements in learning the content in which they were less competent or that was more challenging for them [61][62][63][64].…”

Section: Results For Research Question 2: Effects On Way Students Learnmentioning

confidence: 99%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

View full text Add to dashboard Cite

Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

show abstract

Section: Results For Research Question 2: Effects On Way Students Learnmentioning

confidence: 99%

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

2022

View full text Add to dashboard Cite

show abstract

“…This could suggest that after the assessment experience the students acquired greater objectivity and separation between the personal relationship and the academic assessment. Still, it would be interesting to use double-blind peer assessment models, with studies by Rød and Nubdal [20], Mulder et al [55] and Papinczak et al [24] confirming their effectiveness. In their research, it was found that the majority of students had a positive perception of double-blind peer reviews and that the quality of students' final papers improved significantly after the peer review process.…”

Section: Discussionmentioning

confidence: 99%

University Students’ Perceptions of Peer Assessment in Oral Presentations

Gudiño,

Fernández-Sánchez,

Becerra-Traver

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Peer assessment has been shown to be useful in a variety of educational contexts, but there is a scarcity of research on how prior experience affects university students’ perceptions of this form of assessment. This study evaluates whether experience with peer assessment of oral presentations influences the perceptions and self-efficacy of university students as assessors. In the study, 58 university students completed a comprehensive questionnaire before and after assessing the oral presentations of their peers. The results indicate that prior to the assessment the students reported having limited experience, but they considered this practice beneficial to their learning. Afterwards, they showed a higher degree of agreement regarding their confidence in the ability of their peers to assess both superficial aspects and the content of the presentations. In addition, the experience helped them to feel that their ability to assess their peers was not inferior to that of their classmates. It may therefore be concluded that practice and training in peer assessment improve the students’ perception of this form of assessment, although a single session is insufficient. Consistent and extended training is crucial to achieve a substantial impact.

show abstract

“…Although the workload is greater, there are tools to make it easier, and they are increasingly available to the educational community (virtual classrooms such as Moodle [66]). The literature reports that student learning improves [40,43,53,68] when a student peer assessment is implemented. We assessed if its application can modify students' grades and our focus was not quantifying the benefits of these assessment techniques in terms of the increase in competencies in the analysis of documents, the development of critical judgement, and involvement in their learning.…”

Section: Discussionmentioning

confidence: 99%

“…[51] showed that including peer assessment in students' assignments improves their perception of fairness in the rating process, as it is not solely in the hands of instructors. Other studies state that students find peer review useful [52,53] and they hold a consistent standard when giving scores to peers [54].…”

Section: Current Practice In Peer Rating Assessmentmentioning

confidence: 99%

“…Previous experience has shown that the application of these assessment methods poses several problems, mainly related to the objectivity of the grades assigned [29]. Some authors highlight students' possible misgivings about being assessed by their peers due to bias in the rating [41]; the influence of personal relationships on the grades assigned [53], which often causes them to be high [60]; the time at which the evaluation is carried out [35], being lower if the evaluator has already made the presentation of his/her work [61]; the fact that some students consider that their peers do not have the skills required to evaluate them [62]; or that they themselves do not consider themselves to be experts [57]. The authors also argue that in the assessment of teamwork, individuals contribute to the effort to enhance others' perceptions and, consequently, impact the ratings [63].…”

Section: Current Practice In Peer Rating Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Ortega,

Martín,

González-Ávila

2024

Education Sciences

View full text Add to dashboard Cite

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills.

show abstract

Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills

Cited by 3 publications

References 28 publications

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

University Students’ Perceptions of Peer Assessment in Oral Presentations

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Contact Info

Product

Resources

About