Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning

Murphy, Michael

doi:10.1080/15512169.2022.2099410

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

2024

Publication Types

Select...

Article2

Book1

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication

Murphy

2023

Political Pedagogies

View full text Add to dashboard Cite

Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication

Murphy

2023

Political Pedagogies

View full text Add to dashboard Cite

Building Political Discourse Skills: Students as Teachers

Chandler Garcia,

Ulbig

2023

Journal of Political Science Education

View full text Add to dashboard Cite

Radial blended-collaboration in doctoral education: Insights from an Indonesian higher education institute

Butarbutar,

Sauhenda

2024

Cult. Edu. and Future

View full text Add to dashboard Cite

This study explored how doctoral educators apply a radial blended collaborative (RBC) strategy to teach EFL speaking. This study used a narrative case study design and a qualitative approach. In doing so, teachers employed eight RBCs' strategies: raising collaboration awareness, forming groups based on 21st-century skills, using controlled-chosen topics and theme-based prior knowledge, employing snowball questioning techniques, engaging in role-play in different contexts, conducting peer evaluations, and providing oral and written feedback. This study found that technology integration, such as WhatsApp, Zoom Meeting, Google Classroom, and electronic mail, enhanced the learning experience, whereas pooling WhatsApp messages was used to direct the chosen discussion topics. The results demonstrated that RBC significantly improved students' speaking performance across four instructional dimensions: collaborative awareness, active learning, classroom interaction, and technological integration. Future research should aim to enhance spoken communication by integrating technology in assessments and fostering collaborative learning environments.

show abstract

Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning

Cited by 3 publications

References 34 publications

Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication

Taking Teaching Philosophies Seriously: Pedagogical Identity, Philosophy of Education, and New Opportunities for Publication

Building Political Discourse Skills: Students as Teachers

Radial blended-collaboration in doctoral education: Insights from an Indonesian higher education institute

Contact Info

Product

Resources

About