The Psychology of Intelligence

Piaget, Jean

doi:10.4324/9780203164730

Cited by 53 publications

(24 citation statements)

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“…Peer evaluation has played a small but increasingly significant role in formative assessment within higher education for many years. Piaget [35] and Vygotsky [45] regard students as active, autonomous, and willing to construct knowledge from their own experience. This knowledge construction occurs within Vygotsky's social context [21], involving student-student and expert-student collaboration on real world problems or tasks that build on each person's language, skills, and experience shaped by each individual's culture [46].…”

Section: Related Workmentioning

confidence: 99%

Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects

Mitchell

Greer

New

et al. 2021

United Kingdom and Ireland Computing Education Research Conference.

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Being able to work well in a team is valued in industry and beyond. As such, many university educators strive to help their students to collaborate effectively. However, it is typically the case that more than ad-hoc experience is needed to master teamwork. Often, students need to become reflective practitioners who learn from their experiences and enact change. Self and peer evaluation can help evoke such reflection. However, the facilitating conditions for effective learning from peer evaluation during group projects in computing are not yet well-defined. This research is an initial step in identifying these conditions. In this study, students engaged in a long-term multidisciplinary software engineering project in which they produced a digital game. They completed regular exercises in which they reflected upon and wrote about their contributions to the project as well as those of their peers. Thematic analysis of 200 responses to an open-ended question about the purpose of these exercises illustrated the student perspective: giving and receiving feedback; prompting personal reflection and improvement; supporting supervision; aiding marking; informing project planning and management; coming to a shared understanding of the status and progress of the project; exploring and reshaping group dynamics; improving project outputs; providing a system to hold group members accountable; and giving a sense of safety to raise issues without repercussion. Giving consideration to these differing perceptions will help educators to address concerns about group projects and lay the foundations for a model of effective learning from peer evaluation during student collaborations.

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Section: Related Workmentioning

confidence: 99%

Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects

Mitchell

Greer

New

et al. 2021

United Kingdom and Ireland Computing Education Research Conference.

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“…Methods for achieving the research goal are based on the theory of reinforcement learning (Sutton & Barto, 2014) and the theory of human development by Piaget (2003). The instrumental basis for the study is computerized dynamic adaptive self-learning tests (Bortnovsky et al, 2010;Noskov et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Dynamic Adaptive Testing Of Students When Learning English

Dyachuk¹

2021

European Proceedings of Social and Behavioural Sciences

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“…The problem of teaching communication in a second language has received a fairly deep theoretical justification in the works of famous scientists-psychologists and methodologists Vygotsky (1982), Yacobson (1985), Gromkova (2003), Levin (2001), Piaget (2003), Leontiev (1974), Yakimanskaya (2000), Ter-Minasova (2000), Kagan (1990), Zimnaya (1992), Passov (1991), Vezhbitskaya (1999), Matyash (2004 and others.…”

Section: Literature Reviewmentioning

confidence: 99%

Use of Technology for Peer Learning in the Study of the Russian Language by Chinese Interns

Davlatova¹

2020

ARPHA Proceedings

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The article examines the formation of speech interaction skills and the development of teamwork in the process of mastering the stylistic features of the Russian language by Chinese trainees. The use of innovative learning technologies contributes to the achievement of these goals, including interactive technology of mutual learning as one of the most important components of educational communication.The author points at the most important competencies that trainees need for successful learning and mastering the skills of speech interaction in Russian. These include, first of all, communicative competence, which includes language, discursive, conversational, pragmatic (practical), socio-linguistic, strategic and thinking competence. The formation of interpersonal relationships is considered in connection with the formation of a differentiated impact on the communication partner. The main attention is paid to the ways and methods of interactive learning, in which three-level interaction between the teacher and students is carried out, at the levels of educational content, interpersonal relations and self-awareness. The article summarizes the experience of working with Chinese trainees in the process of teaching them to read texts of different styles in Russian classes.

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The Psychology of Intelligence

Cited by 53 publications

References 0 publications

Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects

Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects

Dynamic Adaptive Testing Of Students When Learning English

Use of Technology for Peer Learning in the Study of the Russian Language by Chinese Interns

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