Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Dahal, Niroj; Luitel, Bal Chandra; Pant, Binod Prasad; Rajbanshi, Roshani

doi:10.18488/61.v10i4.3173

Cited by 16 publications

(13 citation statements)

References 16 publications

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“…In addition, peer ev aluation values were closer to those of the teachers in comparison to self-evaluation. A high correlation between teacher evaluation and peer evaluation was also found by Dahal, Luitel, Pant, and Rajbanshi (2022). Differences in the evaluations (teacher, self, and peer) were not statistically significant in general in this study (p > 0.05).…”

Section: Evaluation Of the Final Projects Using Rubricssupporting

confidence: 47%

Project-based learning: Student performance and perceptions in a food industry engineering degree course

Nieto,

Teston,

Andrada

2024

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The project-based learning (PBL) methodology was applied in a Food Technology course during the third year of a Food Industry Engineering degree at the University of Extremadura. The purpose of the research was to assess the effectiveness of PBL in this specific teaching field, evaluate the utility of rubrics, and determine the level of student satisfaction. A total of 22 students were tasked with participating in a group activity where they had to formulate, design, prepare, and present a food product to their peers and teacher. The students produced multiple deliverables and received feedback from the teachers. They also completed a final report and an oral presentation. The project was evaluated by teachers, peers (peer evaluation), and through self-evaluation using rubrics. A satisfaction survey and an analysis of strengths, weaknesses, opportunities, and threats were conducted after the completion of the PBL activity. The main findings indicated that PBL and rubrics were effective teaching and evaluation methodologies, respectively, enabling students to achieve scores above 8. Teacher evaluations were higher than the self-assessments, which were close to peer evaluations, indicating a high level of commitment on the part of students. Effective communication skills need improvement. Students viewed the activity positively, as it helped them comprehend the subject matter and proved valuable for improving teamwork, autonomy, and overall learning. In conclusion, PBL resulted in an engaging and effective learning experience that enhanced the understanding of food processing content and fostered the development of the skills and competencies necessary for a professional food engineer.

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Section: Evaluation Of the Final Projects Using Rubricssupporting

confidence: 47%

Project-based learning: Student performance and perceptions in a food industry engineering degree course

Nieto,

Teston,

Andrada

2024

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“…However, it has not been found as it was expected. The main aim of the semester system is to implement practices like knowing what to do, and a written examination to diversified assessment (Bhutia & Subba, 2015;Dahal et al, 2022a;Tripathi et al, 2019). But, educational courses, more or less, continue the annual system (Rai & Acharya, 2021).…”

Section: Context Of the Studymentioning

confidence: 99%

Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal

Acharya

Mani

Acharya

et al. 2023

Journal of Mathematics and Science Teacher

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This study explores the practice of mathematics teaching and learning in the semester system in Nepal. Three teachers and six students of Master of Education from the Faculty of Education, Tribhuvan University (TU) were selected purposively for the interview. In addition, 21 students were also selected for focused group discussion (FGD), and classroom observation and FGD were used to collect information from the participants in the study. Thematic analysis is used in the study. It is concluded that the semester system at TU, Central Department of Education, particularly in mathematics, has a radical shift in pedagogical practices. There is the provision of supportive internal and external evaluation systems to promote multiple skills and knowledge in mathematics or the holistic development of learners. The assessments were to encourage and motivate the students in learning. The study supported to enhance the weakness of teaching-learning activities in the semester system. It is the supportive document for effective teaching-learning in the semester system for Nepal.

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“…Follow-up can be done based on these factors so that online communication and discussion activities can run optimally, because after students graduate they will become teachers who can share knowledge with their colleagues, such as being responsible for learning, having metacognitive skills, and using collaborative dialogic teaching and learning models (Dahal et al, 2022).…”

Section: Multiple Linear Regression Testmentioning

confidence: 99%

Knowledge sharing between elementary teacher education students in online discussion

Safitri,

Fathurohman,

Hermawan

et al. 2023

J. Fundadikdas (Fundamental Pendidik. Dasar)

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In online discussion activities, there are knowledge-sharing activities in which the factors are trust, equality, intrinsic motivation, and the use of technology. This type of research is descriptive quantitative. Here the researcher wants to explain the factors that influence knowledge-sharing activities among elementary teacher education students in online discussions. The sample of this study was 221 elementary teacher education students in Sumatra, Java, Kalimantan, and Sulawesi. Data analysis technique applied Multiple Linear Regression analysis techniques by using SPSS software version 21.0 with a significance level of 0.05. The results of this study indicated that similarity and technology use are factors that greatly influence knowledge-sharing activities, while trust and intrinsic motivation factors are factors that do not significantly affect knowledge-sharing activities. Equality factors such as age, background, and gender provide a major role in the success of knowledge-sharing activities. In order to support knowledge-sharing activities among elementary teacher education students to be effective and efficient, it is necessary to use technology with supportive frequency use.

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Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Cited by 16 publications

References 16 publications

Project-based learning: Student performance and perceptions in a food industry engineering degree course

Project-based learning: Student performance and perceptions in a food industry engineering degree course

Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal

Knowledge sharing between elementary teacher education students in online discussion

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