A Peer-Assessment Criteria Development Approach to Improving Critical Thinking of Students

Lai, Chiu Lin; Hwang, Gwo Jen

doi:10.1109/iiai-aai.2014.80

Cited by 6 publications

(4 citation statements)

References 42 publications

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“…Therefore, it motivates students to improve their learning, provides them with performance improvement data, corrects errors, grows the confidence in the students and identifies strengths and weaknesses. This elevates the ability of students' critical thinking and this result agrees with [44,11].…”

Section: Discussionsupporting

confidence: 90%

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A Network-Based Peer Evaluation Strategy

Alket¹

2017

IJMECS

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Abstract-The purpose of this study was to design a network-based peer evaluation strategy -which included two types of peer evaluation (known and unknown) to investigate the effect of these two types on developing problem-solving and critical thinking skills for students in Java object oriented programming language course (OOP). The participants of this study were twenty-four (n=24) students at College of Science and Arts, Qassim university. The results revealed that the two types of peer evaluation (in both known and unknown) had a positive effect on developing problem-solving and critical thinking skills for students. After, the comparison between the post-application of the two experimental groups in the problem solving and critical thinking skills, although there is a slightly higher between mean ranks in the sake of the unknown group, the results showed that there were no significant differences between the two groups. Finally, the researcher recommended to using a network-based peer evaluation strategy with other specializations and a large sample.

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Section: Discussionsupporting

confidence: 90%

“… Engaging learners to enhance deeper thinking and to interact with multiple learning resources [11].  Improving students' skills in problem-solving by learning from the mistakes and innovations of peers [19].…”

Section: Introductionmentioning

confidence: 99%

A Network-Based Peer Evaluation Strategy

Alket¹

2017

IJMECS

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“…(i) The peer review method as a means of improving learning has been implemented in several studies in science and engineering education courses. Results show that, in general, participating students improve their skills at critical-reading and writing (Zwicky and Hands, 2016;Lai and Hwang, 2014;Tenório et al, 2016), and enhance other academic skills such as their achievement in complex cognitive tasks, development of professional behaviour and social interaction (González-Marcos et al, 2018).…”

Section: Peer Review In Educationmentioning

confidence: 99%

A collaborative working model for enhancing the learning process of science & engineering students

Mora

Pont

Fuster-Guilló

et al. 2020

Computers in Human Behavior

104

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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“…Curricula increasingly specify the way cross-curricular skills are worked and evaluated. Peer evaluation enables students to observe the work of others, ask questions, and conduct a discussionand this leads to better critical thinking and a better perception of their own work [1], [2], [3], [4]. When work is evaluated by peers in a critical and constructive way, and supported by reasoned comments and interaction among students, an improvement of those who evaluate and those who are evaluated is achieved [5], [6], [7].…”

Section: Introductionmentioning

confidence: 99%

Validation of Student Peer Assessment of Effective Oral Communication in Engineering Degrees

Dueñas

Vidaurre

Molina‐Mateo

et al. 2018

IEEE R. Iberoamericana Tecnologias Aprendizaje

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Peer assessment is a form of collaborative learning in which students evaluate learning products prepared by other students. We present the results of an analysis of the assessment of oral presentations by students. A group of students solves a problem, writes a document with the solution, and makes an oral presentation in class to other students. Another group assesses the written document and oral presentation. To help students perform the assessments two rubrics are provided along with other guidance documents that help in writing scientific documents and performing oral presentations. The rubric evaluates five factors of oral communication. The results of the student evaluations are compared with the simultaneous evaluations produced by two lecturers. When making a comparison of the global assessment between lecturers and students we find significant differences. However, when the factor 'use of auxiliary resources' is removed these differences disappear as the factor introduces a difficult to justify dispersion. In addition, the assessment performed by students with and without the help of a rubric is compared and no significant differences are found.

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A Peer-Assessment Criteria Development Approach to Improving Critical Thinking of Students

Cited by 6 publications

References 42 publications

A Network-Based Peer Evaluation Strategy

A Network-Based Peer Evaluation Strategy

A collaborative working model for enhancing the learning process of science & engineering students

Validation of Student Peer Assessment of Effective Oral Communication in Engineering Degrees

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