A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Abstract

Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student's answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students' attitudes favour the simulated approach.

An investigation into students’ difficulties in numerical problem solving questions in high school biology using a numeracy framework

“…This analysis identified five distinct question types and these are listed in table 1 along with an example of each. A similar situational and structural analysis has been carried out previously by the author on a slightly smaller problem domain, that of only the Higher biology course (Scott, 2015). This previous analysis similarly identified 'percentage', 'ratio', 'percentage increase or decrease' and 'proportion' as question types; however, the 'average' question type was not found in the previous analysis.…”

“…In order to design an activity to explore students' understanding of numerical problem solving questions it was first necessary to conduct a review of the types of question encountered by students following both the Scottish National 5 and Higher biology courses. This situational and structural analysis of the problem domain was carried out as per Scott (2015) in which situational refers to the identification of biology contexts where numerical problem solving skills are used and structural refers to the examination of the specific numerical skills that are required to solve such problems. Both of these stages involved discourse with multiple, practising high school biology teachers.…”

Technology-enhanced pre-instructional peer assessment: Exploring students’ perceptions in a Statistical Methods course

“…For this rationale, it is acceptable to stimulate reflection process by conducting peer assessment in preinstructional activities. However, little has been shown in the literature that peer assessment is used in pre-instructional activities, though Scott (2017) has utilized the simulated peer assessment in improving numerical problem-solving skills as a prerequisite for learning Biology. The questions and the solutions used in Scott's study were not genuine students' works but were constructed by the researcher.…”