Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion

Colognesi, Stéphane; Vassart, Caroline; Blondeau, Benoit; Coertjens, Liesje

doi:10.1016/j.stueduc.2020.100917

Cited by 16 publications

(6 citation statements)

References 38 publications

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“…Il peut ainsi devenir un levier pour aider les élèves du primaire à se préparer à un exposé en direct, comme cela a déjà été montré ailleurs pour l' enseignement supérieur (Colognesi et Dumais, 2020). De plus, c' est une opportunité de pouvoir s' exprimer « seul » face à la caméra, de se revoir (avant que les autres puissent le faire), d'avoir de la rétroaction et d'avoir des occasions d' en produire, ce qui nécessite un apprentissage (Colognesi, Vassart, Blondeau et Coertjens, 2020) et donc d'assurer plusieurs réoralisations (Colognesi et Dolz, 2017) avant de pouvoir diffuser la version finale, ou d'assurer la présentation devant un public. Ainsi, entre les différentes versions, comme cela a été le cas dans la classe de Didier, un accompagnement peut être offert aux élèves en matière d'étayages qui les aident à surmonter les difficultés inhérentes au genre à produire, et des rétroactions provenant de l' enseignant et/ou des pairs, ce qui est notamment proposé dans des dispositifs l'atelier filé (Coppola et al, 2019) ou Itinéraires (Colognesi et Lucchini, 2018).…”

Section: Discussion Et Conclusionunclassified

Transformer l’exposé oral classiqueen exposé oral enregistré au primaire :quelles modalités de travail de l’enseignant etquels effets pour les élèves ?

Stordeur

Colognesi

2020

Formation-profession

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Section: Discussion Et Conclusionunclassified

Transformer l’exposé oral classiqueen exposé oral enregistré au primaire :quelles modalités de travail de l’enseignant etquels effets pour les élèves ?

Stordeur

Colognesi

2020

Formation-profession

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“…Estas heteroevaluaciones entre iguales realizadas en público permiten progresar más y tomar más consciencia que las valoraciones escritas (Colognesi et al, 2020).…”

Section: La Actividad Docenteunclassified

Desentrañando componentes del clima educativo: el caso del proyecto educativo Rubik.

Iborra¹,

Monge

González

et al. 2023

REIFOP

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A positive educational climate is decisive for learning, student well-being and teacher satisfaction. Through a case study focused on three schools with a high level of socio-cultural, linguistic and skills diversity that develop the Rubik educational project, different components that could contribute to generating a good educational climate were analyzed. The constant close and rigorous accompaniment of the teaching staff, the positive expectations towards each student, the decriminalization of error as a fundamental part of learning, the construction of a interdependence network and support among the students, the development of autonomy, responsibility and metacognition about one’s own personal process, the use of methodologies that facilitate personalization and significance, and orientation towards learning and academic achievement are presented as some of the components that generate an educational climate favorable to the inclusion and involvement of students. La creación de un clima educativo es determinante para el aprendizaje, el bienestar del alumnado y la satisfacción docente. A través de un estudio de caso centrado en tres colegios con un alto nivel de diversidad socio-cultural, lingüística y de capacidades que desarrollan el proyecto educativo Rubik, se analizaron diferentes componentes que podrían contribuir a generar un buen clima educativo. El constante acompañamiento cercano y riguroso del profesorado, las expectativas positivas hacia cada escolar, la despenalización del error como parte fundamental del aprendizaje, la construcción de un tejido de interdependencia y ayuda entre el alumnado, el desarrollo de la autonomía, la responsabilidad y la metacognición sobre los propios procesos, la utilización de metodologías que facilitan la personalización y la significatividad, y la orientación hacia el aprendizaje y el logro académico se presentan como algunos de los componentes que generan un clima educativo favorable a la inclusión y la implicación del alumnado.

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“…Further peer assessment frameworks such as PRAISE (Peer Review Assignments Increase Student Experience), Peer Scholar, Peerwise, are also discussed by their studies to give more support to the peer assessment process. Oral presentation, portfolios, articles, test performances, online discussions, quizzes, etc., are the most common products observed during the survey that are assessed using peer assessment approach [53,54]. Mixed methods survey has been conducted which shows positive and significant relationship between teachers' assessment and peer assessment by using the scoring rubric to collect data for the study [24].…”

Section: Peer Assessment Peer Assessment Has Been Graduallymentioning

confidence: 99%

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education

Hooda

Rana

Dahiya

et al. 2022

Mathematical Problems in Engineering

114

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The core focus of this review is to show how immediate and valid feedback, qualitative assessment influence enhances students learning in a higher education environment. With the rising trend of online education especially in this COVID-19 pandemic, the role of assessment and feedback also changes. Earlier the assessment part is not considered the main focus in learning and teaching in HEIs, but now with the increase in online education, it is observed that the paradigm is shifted toward assessing those activities of students that enhance their learning outcomes. A lot of research work has been done on developing assessment strategies and techniques that can support learning and teaching effectively. Yet, there is limited research that looks at how methods applied in learning analytics can be used and possibly constitutes the assessment process. The objective of this work is to provide an exploratory and comparative study of how assessment and feedback practices can enhance students learning outcomes using AI. The key contribution of this study attempts to capture an outline of the most used artificial intelligence and machine learning algorithms for student success. The results showed that I-FCN performed better than other techniques (ANN, XG Boost, SVM, Random Forest, and Decision Trees) in all measured performance metrics. Also, the result of the comparative analysis study will help the educators, instructors, and administrators on how they could take the advantage of a data-driven approach, design less pressurized, more valid, reliable, constructive assessment findings, and connect the power of assessment and feedback to enhance the learning outcomes.

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Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion

Cited by 16 publications

References 38 publications

Transformer l’exposé oral classiqueen exposé oral enregistré au primaire :quelles modalités de travail de l’enseignant etquels effets pour les élèves ?

Transformer l’exposé oral classiqueen exposé oral enregistré au primaire :quelles modalités de travail de l’enseignant etquels effets pour les élèves ?

Desentrañando componentes del clima educativo: el caso del proyecto educativo Rubik.

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education

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