Self-assessing a test with a possible bonus enhances low performers’ academic performance

Yuan, Jiangmei; Savadatti, Siddharth; Zheng, George

doi:10.1016/j.compedu.2020.104036

Cited by 6 publications

(3 citation statements)

References 76 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, some authors doubt the effectiveness of these tools and state that students with a lack of motivation could negatively interfere in the assessment process [35,36]. In this way, the authors share the statement pointed out by Yuan et al [37] regarding the idea that the impact of the self-assessment mainly depends on the effectiveness of the self-assessment feedback. Finally, students highly supported (4.5/5) that lecturers ask them their opinions about the activity (Q22), since students perform a crucial role in the learning process and their opinions are required.…”

Section: Likert Analysismentioning

confidence: 84%

Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”

et al. 2023

View full text Add to dashboard Cite

This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master’s degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as ‘Design and project’, ‘Teamwork and leadership’, and ‘Effective communication’, which were evaluated with rubrics. However, according to the students’ perception, other skills, such as ‘Comprehension and integration, analysis and problem solving’, ‘Knowledge of contemporary problems’, and ‘Planning and time management’, were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers’ feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale.

show abstract

Section: Likert Analysismentioning

confidence: 84%

Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”

et al. 2023

View full text Add to dashboard Cite

show abstract

“…The contribution of students could lead to updates to the lecture notes through a pull request. Although having a student's name appearing on the course's GitHub repository may itself be rewarding, ways to incorporate such contributions as a bonus grade might be investigated—a process that was shown to be effective especially for poorly performing students (Schultz, Anderson, & Seo‐Zindy, 2013; Yuan, Savadatti, & Zheng, 2021). There was lack of research evidence on adjusting the different aspects of the proposed typology, and that the research was applied on a cohort that consisted of a relatively small number of students.…”

Section: Discussionmentioning

confidence: 99%

A collaborative GIS programming course using GitHub Classroom

Anbaroğlu

2021

Transactions in GIS

View full text Add to dashboard Cite

Geospatial software developers often rely on Git to collaborate with each other and manage source code in an efficient way. Yet, most GIS programming courses do not prepare students for such a work environment. This article proposes a typology that a GIS programming course could follow consisting of three components: group organization, project and evaluation. Based on the typology, a GIS programming course was designed where randomly formed pairs develop a state‐of‐the‐art QGIS plugin. GitHub Classroom was used to facilitate collaboration among students, which also allowed the lecturer to monitor the progress of groups and provide timely feedback. Five out of the six groups were successful in completing the projects, and a substantial majority of the students were satisfied with the course. A strengths–weaknesses–opportunities–threats analysis reveals insights that other lecturers may find useful when designing their GIS programming courses.

show abstract

“…Research has shown that self-assessment allows students to reflect on their past learning, identify strengths and areas for improvement, set learning expectations, and engage in relevant activities to narrow the gap between the current and desired proficiency level (Belgrad, 2013; Cox & Dewey, 2021; Zimmerman & Schunk, 2001). Also, self-assessment, as “feedback for oneself from oneself” (Andrade & Du, 2007, p. 160), encourages students’ proactive interaction with the feedback from external measures, making them more aware of what their problems are, what to do next, and what learning strategies to adopt (Yuan et al, 2021).…”

Section: A Model Of Integrating National Standards In Local Contextmentioning

confidence: 99%

Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China

Min

Zhang

et al. 2022

Language Testing

View full text Add to dashboard Cite

Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, we conducted a 5-month longitudinal study involving 689 college students to examine (1) the consistency between their internal and external assessment feedback (i.e., standards-based self-assessment ratings and standards-based individualized English as a Foreign Language [EFL] listening test feedback) and (2) the effectiveness of standards-based teaching intervention in enhancing their perceived and actual language development. The results showed that the test feedback generally aligned well with students’ self-assessment and perceptions at the overall listening skill and subskill levels, yet student perceptions outlined needs for feedback refinements. In addition, the use of the standards-based individualized feedback, in conjunction with language support courses and practice materials, facilitated students’ perceived and actual listening achievement. This study makes an important contribution to local language testing by demonstrating the potential of a local instrument to provide a bridge between local instructional goals and national standards.

show abstract

Self-assessing a test with a possible bonus enhances low performers’ academic performance

Cited by 6 publications

References 76 publications

Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”

Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”

A collaborative GIS programming course using GitHub Classroom

Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China

Contact Info

Product

Resources

About