Higher Education Students’ Perceptions of and Attitudes Towards Peer Assessment in Multicultural Classrooms

Alt, Dorit; Raichel, Nirit

doi:10.1007/s40299-020-00507-z

Cited by 9 publications

(6 citation statements)

References 29 publications

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“…This increase in their scores can be seen as a sign that students consider themselves incompetent in problem solving. In this sense, the results obtained contradict with the results that Alt and Raichel (2020) and Erdoğdu and Şengül (2021) obtained from their studies. This may have been due to different reasons such as the inability of students to interact effectively with the teacher and the content in online lessons, not working in collaboration, and not being able to fully use their research and inquiry skills (Özmen et al, 2011).…”

Section: Discussion Conclusion and Recommendationscontrasting

confidence: 91%

The effect of activities based on Web 2.0 tols on students' reflective and critical thinking and problem solving skills in an online lesson

Gündüzalp

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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Bu çalışmanın amacı çevrimiçi derslerde web 2.0 araçlarına dayalı etkinliklerin öğrencilerin yansıtıcı ve eleştirel düşünme ile problem çözme becerilerine olan etkilerini belirlemektir. Çalışma karma araştırma yönetimi ile yürütülmüştür. Bu bakımdan ön test son test deney kontrol gruplu desen ve içerik analizi yöntemi birlikte kullanılmıştır. Çalışmanın araştırma grubu bir devlet üniversitesinin eğitim fakültesinde Bilişim Teknolojileri dersini alan toplam 42 Türkçe öğretmenliği bölümü öğrencisidir. Araştırma grubu kolay ulaşılabilir durum örneklemesi yöntemi ile belirlenmiştir. Çalışmanın nicel verileri “Yansıtıcı Düşünme Düzeyini Belirleme Ölçeği”, “Marmara Eleştirel Düşünme Eğilimleri Ölçeği” ve “Problem Çözme Envanteri” ile, nitel verileri ise “Görüşme Formu” ile toplanmıştır. Çalışmanın nicel verileri bağımlı ve bağımsız grup t-testi ile nitel verileri ise içerik analizi yöntemi ile analiz edilmiştir. Çalışmadan elde edilen bulgular deney grubunun yansıtıcı ve eleştirel düşünme becerileri bakımından kendi içinde ve kontrol grubuna göre başarılı olduğunu, problem çözme becerileri bakımından ise kontrol grubuna göre başarılı olduğunu göstermiştir. Öğrenci görüşlerine ilişkin bulgular ise çevrimiçi derslerde web 2.0 araçlarına dayalı etkinliklerin öğrencilerin yansıtıcı ve eleştirel düşünme ile problem çözmeye yönelik becerileri üzerinde etkili olduğuna ilişkin görüşlerin önemli bir çoğunlukta olduğunu göstermiştir. Buna ek olarak çevrimiçi derslerde web 2.0 araçlarına dayalı etkinliklerin dersin amaçlarına uygun ve kullanımının gerekli olduğu yönündeki görüşlerinde oldukça fazla olduğu görülmüştür. Sonuç olarak çevrimiçi derslerde web 2.0 araçlarına dayalı etkinliklerin öğrencilerin yansıtıcı ve eleştirel düşünme ile problem çözme becerilerine önemli etkileri olduğu söylenebilir.

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Section: Discussion Conclusion and Recommendationscontrasting

confidence: 91%

The effect of activities based on Web 2.0 tols on students' reflective and critical thinking and problem solving skills in an online lesson

Gündüzalp

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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“…On the other hand, the literature review on diversity in higher education revealed a focus on the attitudes of students and/or teachers towards diversity (Cardona et al, 2010), in which diversity was limited to disability (Garabal-Barbeira, 2018;Rodríguez-Martin, 2014). Exceptions included studies that specifically addressed some type of diversity, such as cultural (Alt & Raichel, 2020), religious (Edwards, 2018), socioeconomic (Park et al, 2013) sexual (Franco-Morales et al, 2016) diversity. Moreover, instruction-orientated studies were identified.…”

Section: State Of the Artmentioning

confidence: 99%

Projection of diversity in Higher Education. A study of an institutional communication media in a Spanish university

Jiménez

Iáñez-Domínguez

Izquierdo

2023

Communication & Society

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The way in which diversity is conveyed through the media can reflect the attitude of the communicators themselves and contribute to shaping society’s attitudes towards diversity. The aim of the study was to identify how diversity is conveyed by the University to the Society. A content analysis of diversity-related news items in the University’s Institutional Newspaper Journal of the Pablo de Olavide University (DUPO) (626 news items out of 3,186 published between 2016 and 2019, a full rector’s term) was conducted. Heterogeneity in diversity was identified: gender, functional, cultural, sexual, religious and age, with gender and functional or disability diversity being predominant. Dissemination of diversity was linked to the fields of social sciences, humanities and sport. Communicators were government teams, with a slightly larger role for women. In conclusion, the institutional communication of diversity carried out from the most common official communication channel of the university analysed is the majority compared to the actions of professors and researchers, and a heterogeneous conception of diversity was found, linking it to issues of gender, inequalities and violence.

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“…is section is attempted to look for answers to this question by exploring the variety of researches and case studies. By exploring [57][58][59][60][61][62][63][64], it is found that the main purpose of assessment is as follows:…”

Section: Purpose Of Assessmentmentioning

confidence: 99%

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education

Hooda

Rana

Dahiya

et al. 2022

Mathematical Problems in Engineering

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The core focus of this review is to show how immediate and valid feedback, qualitative assessment influence enhances students learning in a higher education environment. With the rising trend of online education especially in this COVID-19 pandemic, the role of assessment and feedback also changes. Earlier the assessment part is not considered the main focus in learning and teaching in HEIs, but now with the increase in online education, it is observed that the paradigm is shifted toward assessing those activities of students that enhance their learning outcomes. A lot of research work has been done on developing assessment strategies and techniques that can support learning and teaching effectively. Yet, there is limited research that looks at how methods applied in learning analytics can be used and possibly constitutes the assessment process. The objective of this work is to provide an exploratory and comparative study of how assessment and feedback practices can enhance students learning outcomes using AI. The key contribution of this study attempts to capture an outline of the most used artificial intelligence and machine learning algorithms for student success. The results showed that I-FCN performed better than other techniques (ANN, XG Boost, SVM, Random Forest, and Decision Trees) in all measured performance metrics. Also, the result of the comparative analysis study will help the educators, instructors, and administrators on how they could take the advantage of a data-driven approach, design less pressurized, more valid, reliable, constructive assessment findings, and connect the power of assessment and feedback to enhance the learning outcomes.

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Higher Education Students’ Perceptions of and Attitudes Towards Peer Assessment in Multicultural Classrooms

Cited by 9 publications

References 29 publications

The effect of activities based on Web 2.0 tols on students' reflective and critical thinking and problem solving skills in an online lesson

The effect of activities based on Web 2.0 tols on students' reflective and critical thinking and problem solving skills in an online lesson

Projection of diversity in Higher Education. A study of an institutional communication media in a Spanish university

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education

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