The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report

Yucel, Robyn; Bird, Fiona L.; Young, J. P.; Blanksby, Tania

doi:10.1080/02602938.2014.880400

Cited by 53 publications

(68 citation statements)

References 36 publications

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“…The study compared assessment task marks across two units of study with and without the step-by-step feedback approach. The authors (Yucel et al, 2014) were surprised to find a statistically significant decrease in marks of students who participated in the step-by-step feedback approach compared to those students who did not have a self-assessment intervention. Furthermore, students reported high levels of dissatisfaction with the step-by-step approach with no student commenting on how the process improved their self-assessment skills.…”

Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 96%

“…Studies on self-assessment also tend to be situated at the micro-level of either an individual assessment task or the assessment regime in a unit of study. As Sadler suggested (1989), evaluative expertise is developed over time and through numerous opportunities to engage in evaluative judgements, which could explain why Yucel et al (2014) did not see students' selfassessment judgements improving during a single unit of study. A recent study focused on students' perceptions of assessment across degree programmes, including science, explored 'assessment for learning' via student self-reporting survey and interviews (Jessop, El Hakim, & Gibbs, 2014).…”

Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 99%

“…The challenges of implementing self-assessment in science were highlighted in another study. First year biological sciences practical classes explored self-assessment through a step-by-step assessment task with specific feedback approaches intended to introduce students to self-assessment (Yucel, Bird, Young, & Blanksby, 2014). The study compared assessment task marks across two units of study with and without the step-by-step feedback approach.…”

Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Matthews

Adams

Goos

2016

Assessment & Evaluation in Higher Education

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In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final year bioscience students' responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was: do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have? Confidence indicators for the 10 topics gathered students' perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence, with those in the former two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning.

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Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 96%

Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 99%

Section: Evaluative Expertise and Sustainable Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Matthews

Adams

Goos

2016

Assessment & Evaluation in Higher Education

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“…Findings also indicate that if first-year students are more engaged in the grading process they are more informed and less likely to experience anxiety; thus, perform better in unfamiliar areas, such as when a peer review task is assigned that requires a higherorder skill in order to complete (1) . However, the majority of peer review investigations only examined courses designed to support the improvement of writing skills, such as Introduction to Writing (13,15,(18)(19)(20) and English as a Foreign Language (EFL) (14) , or courses that focus upon written skills in other areas of the curriculum such as Biology (17) , Physics (21) , and Geography (22) , and not tasks that require specific step-by-step application, such as information citation for research reporting. Additionally, within earlier studies, perception of the task was the main theme found within this field of inquiry (1) but the overall examination of influence and perceived growth of the participants, who conducted the review, was under-investigated.…”

Section: The Power Of Peer Review…but Only For Writing Assessmentmentioning

confidence: 99%

“…Many researchers have even examined peer review in support of learning in all different conditions, such as: (a) conducted in synchronous (13) or asynchronous formats (14)(15) (b) selecting to use pair-wise reviewer assignment in lieu of free selection processes (16) , (c) utilizing pre-made software programs for the management of the overall peer review process (12) , or (d) for the purpose of using an institutional peer review program to manage first-year student assessment expectations (17) . Additionally, Sondergaard & Mulder (1) (2012) provide a substantial list of advantages for using peer review to establish a deeper learning atmosphere supported by timely feedback and the creation of "an alternative channel for student engagement and participation," (p. 347).…”

Section: The Power Of Peer Review…but Only For Writing Assessmentmentioning

confidence: 99%

Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

Kappers¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper describes the use of peer review to improve information literacy. Peer-reviewed assignments for learning have been seen favorably within the literature. The articulated benefits range from students feeling more engaged, having expressed less anxiety, or found to be better equipped to perform in unfamiliar areas outside their current learning environments. However, minimal research examines the benefits specifically for the feedback provider (reviewer) when a more modern tool, such as the Canvas Learning Management System (LMS) is used. During the fall 2015 semester, a study was conducted to examine the peer review process from the vantage point of the reviewer when mitigated by an LMS. Since peer review is seen as a social activity, this study is guided by a social constructivism teaching framework to investigate peer review activities for (a) linear relationships to that of a perceived social element inclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver of feedback, and (c) improvement in perceived information literacy. Additionally, this research examines Canvas attributes as identified by Sondergaard & Mulder (1) (2012) of (a) Automation, (b) Simplicity, (c) Customizability, and (d) Accessibility, which support statements from the literature that indicate a lack of investigation of more modern peer review tools. Survey results, both qualitative and quantitative, were analyzed across three different peer-reviewed assignments for this examination. Of the 91 respondents, representing a 32% response rate, descriptive analysis revealed themes ranging from Changes in Student Efforts to Valued New Perspectives; whereas, expected Active Learning and Social Benefits slightly contradicted the positive tone that was originally found in the thematic review. Overwhelming positive ratings were collected regarding the use of the LMS to support and implement a peer-reviewed assignment. Perceived affects upon the peer reviewer, and how these types of assignments can support the proposed ABET General Criterion 3 Student Outcomes and General Criterion 5 Curriculum currently under revision are discussed. Lastly, these data are represented for use as an evaluation baseline for future planned investigations and for other faculty and course developers, who are considering implementation of peer-reviewed activities within first-year program courses.

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Study regarding the influence of a student’s personality and an LMS usage profile on learning performance using machine learning techniques

Rico-Juan,

Cachero,

Macià

2024

Appl Intell

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Academic performance (AP) is crucial for lifelong success. Unfortunately, many students fail to meet expected academic benchmarks, leading to altered career paths or university dropouts. This issue is particularly pronounced in the early stages of higher education, highlighting the need for the instructors of these foundational courses to have access to simple yet effective tools for the early identification of students at high risk of academic failure. In this study, we propose a streamlined conceptual model inspired by the Model of Human Behavior (MHB) to which we have incorporated two dimensions: capacity and willingness. These dimensions are assessed through the definition of three variables: Prior Academic Performance (PAP), Personality and Academic Engagement, whose measurements can easily be obtained by the instructors. Furthermore, we outline a Machine Learning (ML) process that higher education instructors can use to create their own tailored models in order to predict AP and identify risk groups with high levels of transparency and interpretability. The application of our approach to a sample of 322 Spanish undergraduates studying two mathematical subjects at a Spanish university demonstrates its potential to detect failure early in the semester with a precision that is comparable with that of more complex models found in literature. Our tailored model identified that capacity was the primary predictor of AP, with a gain-to-baseline improvement of 21%, and the willingness variables increasing this to 27%. This approach is consistent over time. Implications for instructors are discussed and an open prediction and analysis tool is developed.

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The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report

Cited by 53 publications

References 36 publications

Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

Study regarding the influence of a student’s personality and an LMS usage profile on learning performance using machine learning techniques

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