Learning by Doing, Reflecting, and Teaching

Wasson, Robert J.

doi:10.1007/978-981-16-5864-8_4

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…There are multiple ways to write when critiquing other people's work, and students try to write from a variety of angles when writing their own work (Conway, 2022). In order to do this, students must conduct their own research, investigate the work of others, and evaluate what they have learned (Wasson, 2022). According to radical constructivism, it is impossible to pass on knowledge from one person to the next; rather, learning occurs through the process of "learning by doing" while peer reviews are conducted according to predetermined criteria (as shown in Table 2).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Dahal

Luitel²,

Pant³

et al. 2022

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This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education’s MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity’s key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.

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Section: Theoretical Frameworkmentioning

confidence: 99%

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

Dahal

Luitel²,

Pant³

et al. 2022

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“…Así, estos objetivos estratégicos se implementan en nuestros títulos oficiales como parte integrante de la formación de nuestro estudiantado con la finalidad de acreditar un perfil competencial transversal de egreso en cualquiera de las titulaciones oficiales impartidas en la Universidad de Zaragoza. Para ello, se ha establecido una estrategia de diseño, planificación y evaluación sistemática de dichas competencias transversales activadas a través de la experimentación learning by doing (Wasson, 2022) en una selección de asignaturas de todas las titulaciones.…”

Section: Uz2/pensamiento Críticounclassified

Libro azul de innovación docente en la Universidad de Zaragoza

Castellanos Gómez,

Cortés Pascual,

Ortega La-piedra

2024

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Este Libro Azul de la Innovación Docente en la Universidad de Zaragoza trata de esas inquietudes y de dar respuesta a las condiciones enunciadas por el profesor Michavila. Tiene el afán de convertirse en esa voz necesaria, tanto hacia el interior de nuestra institución de educación superior como hacia el exterior, con el que coordinamos nuestras tareas de docencia, investigación y transferencia de conocimiento. Su objetivo es transmitir la experiencia acumulada en la imprescindible tarea coral de la innovación docente desde aquellos primeros años del siglo XXI hasta la actualidad. Experiencia, por otra parte, totalmente alineada con los actuales objetivos del Espacio Europeo de Educación Superior manifestados en la normativa actual, en concreto en la reciente Ley Orgánica del Sistema Universitario (LOSU).

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“…Writing from various angles and conducting research are necessary to critique others' work and improve their own. Radical constructivism emphasizes "learning by doing" and peer reviews according to predetermined criteria, with the teacher acting as a facilitator (Wasson, 2022;Thomas et al, 2011). Students express their opinions freely and learn from their mistakes, becoming creators and assessors of information rather than passive recipients (Gözüm, Papadakis & Kalogiannakis, 2022).…”

Section: Cognitive and Constructivism As Theoretical Referentsmentioning

confidence: 99%

Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers

Dahal

Luitel

Pant

et al. 2023

Adv. Mobile Learn. Educ. Res.

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This action research study explored how peer assessment can help students and teachers evaluate algorithm problem-solving skills in mathematics. The study used a self- and peer-assessment activity in Moodle to assess 18 out of 40 Grade X students (10 boys and eight girls) from a Kathmandu Valley, Nepal school. The students solved algorithm problems in arithmetic, algebra, statistics, and geometry. The study followed the action research methodology of planning, implementing, assessing, and discussing the interventions and outcomes. The results show that workshop activity can engage students in solving algorithm problems in mathematics. The study also discusses how cognitive and constructivist theories can explain some of this activity's unique aspects and potential uses. Moreover, the study highlights the benefits and challenges of self- and peer-assessment in mathematics for enhancing students' interest and abilities in the classroom. The study suggests students can develop analytical and evaluative skills using evaluation criteria to assess their peers' work. The study also implies that students are proactive, critical, and collaborative learners who can use self-and peer assessment to improve their mathematical abilities to solve algorithm problems in the classroom.

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Learning by Doing, Reflecting, and Teaching

Cited by 3 publications

References 14 publications

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

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

Libro azul de innovación docente en la Universidad de Zaragoza

Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers

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