Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students

Asghar, Amanda

doi:10.1080/02602930902862834

Cited by 68 publications

(50 citation statements)

References 33 publications

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“…In addition, there are two main obstacles to formative assessment that most studies in this field describe, even in non-Asian formative assessment studies, its time-consuming nature and demanding workload (Akom, 2010;Asghar, 2009;Falk, 2011;Jackson & Marks, 2015;OECD, 2005). When implementing formative assessment in the classroom, teachers were required to do additional work (e.g., eliciting student learning information, comparing learning outcomes, giving feedback, adjusting instructions) in order to satisfy the learning needs of individual students.…”

Section: Discussionmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the ISSN 2329-9150 2017 http://jsss.macrothink.org 161 need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions. Journal of Social Science Studies

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Section: Discussionmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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“…[17] During the preparation sessions, some tutors viewed PAL as positive, while others felt there was nothing to gain by helping fellow students and demonstrated resentment in parting with their own knowledge, [15] or the development of competition that could result in disengagement among students. [16] The literature confirms the importance of adequate preparation of students by instructors and students to accept peer tutors.…”

Section: Researchmentioning

confidence: 99%

“…[13][14][15][16][17][18] This indicated that knowledge on PAL in the allied health professions is limited.…”

Section: Pal In Allied Health Professions Programmesmentioning

confidence: 99%

“…This approach preserves the integrity of the relationship and strenghtens it. Where PAL was used for preparation of formative assessment, [15] a student who failed received immediate feedback and further practice time to rectify mistakes. It has been suggested that most student evaluation forms to be completed during clinical work should have a section on professional behaviour, and that PAL of both the tutor and the tutee could be assessed in this section.…”

Section: Evaluation Of Tutor and Tuteementioning

confidence: 99%

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An integrated literature review of undergraduate peer teaching in allied health professions

Vuuren

2017

AJHPE

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“…9 A study on Reciprocal Peer Coaching (RPC) proposed that formative assessment provided by RPC could build self-efficacy through setting short-term goals and receiving feedback to help students believe in themselves and their capabilities. 31 Possible theoretical frameworks to use in subsequent studies Based on this exploratory study, themes emerge from the students' experiences with peer coaching which can inform future studies with theoretical frameworks. Possible theoretical frameworks are those which might incorporate one or more of the following: self-efficacy; challenging assumptions; shifting perspectives; and leadership identity.…”

Section: Addressing the Original Questions Posed In The Studymentioning

confidence: 99%

Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

Groh¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Formal coaching approaches within higher education is a relatively new concept and holds great promise as a way for students to make decisions and to outline action items and means of accountability while facing challenges and/or moving forward through transitions such as successfully moving from an undergraduate degree program to the workforce. In this study, the concept of coaching is integrated into a women in engineering senior seminar class at a large Midwestern university in order to empower the students and to provide skills to navigate their experiences in an engineering workforce. Peer coaching is introduced and implemented through examples, training on key coaching skills, and five opportunities for the students to practice these skills with one another.Mixed methods design is employed to identify emerging themes which can form the basis of future theories and research as well as to assess the effectiveness of integrating peer coaching into the classroom. Data analysis includes reflective journals from the perspective of serving both as the coach and coachee, pre-and post-course surveys, as well as weekly post-class surveys. While qualitative analysis aids in identifying theoretical frameworks for future studies, results employing quantitative methods are likely of most interest to practitioners who would want to evaluate the effectiveness of this pedagogical approach before implementation in the classroom. As a means of identifying future possible frameworks for further investigation on the impact of peer coaching on female engineering students, this study explores the following research questions: (1) How does student opinion about coaching transform through this class? (2) What new or revised perspectives do students gain, as both coach and coachee? (3) How does coaching equip engineering women for the transition to the workforce? Findings indicate that students' initial apprehension about coaching progresses into recognition and experience of broad potential impact during their remaining academic studies and into the future. Students espouse that coaching skills could be utilized in many aspects of their personal and professional lives. Finally, connections are made between their coaching experiences and research related to gender, leadership, and women in engineering retention issues.

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Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students

Cited by 68 publications

References 33 publications

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

An integrated literature review of undergraduate peer teaching in allied health professions

Gender in the Workplace: Peer Coaching to Empower Women in the Classroom and as Professionals

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