Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Zaky, Hany

doi:10.1007/s43545-021-00258-8

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…Sharing Learning Aims, compared with other FA strategies, has been an understudied area. Checklists, rating scales, and rubrics are utilized as scoring keys in formative assessment [3][4][5]. The most popular of these scoring keys is the rubric.…”

Section: Formative Assessment: Definition and Strategiesmentioning

confidence: 99%

The Impact of Co-creating Rubrics on Peer Assessment in Higher Education EFL Classes

2023

IJNDE

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At present, peer assessment teaching model has been widely popularized and applied in foreign colleges and universities. For a long time, the existence of peer learning community is often ignored due to the teaching activities in Chinese higher English class. The development of modern society and the theory of educational concept innovation have challenged this, requiring us to pay attention to realize and promote the interaction between students and fully tap and mobilize students' enthusiasm and learning enthusiasm, and improve the efficiency and quality of classroom teaching. Most of the researches on co-creating rubrics mainly discuss the impact of using rubrics when students participate in peer assessment. However, the researches on co-creating rubrics are very limited. Therefore, in recent years, Chinese scholars have also begun to analyze the implementation and application of peer assessment in English teaching in colleges and universities in our country. In peer assessment, teachers usually set rubrics to evaluate the level of students. When rubrics are set by students themselves rather than only teachers, students' co-creating rubrics become the new criterion. This study will explore the impact of co-creating rubrics on students' participation in peer assessment in three aspect: students' emotions, behaviors, and cognition. The authors collected research data from both students' journals and the content of interviews with students and conducted an in-depth analysis of the data to conclude that the co-creating rubrics has a profoundly positive impact on student participation in peer assessment. This study has important implications for improving assessment methods and for improving the way EFL classes are conducted in higher education.

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Section: Formative Assessment: Definition and Strategiesmentioning

confidence: 99%

The Impact of Co-creating Rubrics on Peer Assessment in Higher Education EFL Classes

2023

IJNDE

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Investigating the use of fuzzy logical data for evaluating the teaching quality of college teachers

Yang

2023

IFS

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The level of education in colleges is career and development-focused compared to that from high schools. Quality education relies on the teachers’ qualifications, knowledge, and experience over the years. However, the demand for technical and knowledge-based education is increasing with the world’s demands. Therefore, assessing the knowledge of teaching professionals to meet external demand becomes mandatory. This article introduces an Acceded Data Evaluation Method (ADEM) using Fuzzy Logic (FL) for teaching quality assessment. The proposed method inputs the teachers’ skills and students’ productivity for evaluation. The teachers’ knowledge and updated skills through training and self-learning are the key features for evaluating the independents’ performance. The impact of the above features on the student qualifying ratio and understandability (through examination) are analyzed periodically. Depending on the qualifications and performance, the teachers’ knowledge update is recommended with the new training programs. In this evaluation process, fuzzy logic is implied for balancing and identifying the maximum validation criteria that satisfy the quality requirements. The recommendations using partial and fulfilled quality constraints are identified using the logical truth over the varying assessments. The proposed method is analyzed using the metrics evaluation rate, quality detection, recommendations, evaluation time, and data balancing.

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Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Cited by 2 publications

References 24 publications

The Impact of Co-creating Rubrics on Peer Assessment in Higher Education EFL Classes

The Impact of Co-creating Rubrics on Peer Assessment in Higher Education EFL Classes

Investigating the use of fuzzy logical data for evaluating the teaching quality of college teachers

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