Peer Assisted Learning: A Framework for Consultation

Topping, Keith J.; Ehly, Stewart

doi:10.1207/s1532768xjepc1202_03

Cited by 255 publications

(256 citation statements)

References 8 publications

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“…The findings of a strong positive correlation between PA and teacher assessments and moderate positive correlation between SA and teacher assessments imply that PA has a positive impact on SA, similarly to what was suggested by Topping and Ehly (2001). In the combination of both PA and SA, challenges that appear in either PA or SA alone in the previous studies are overcome.…”

Section: Discussionsupporting

confidence: 68%

“…Furthermore, discussion within groups enabled the students to share opinions with each other and analyze their observations collaboratively. Peer-assisted learning has been found to foster social interaction and develop interpersonal skills (Topping & Ehly, 2001), but learning from collaboration should not be taken for granted. Students need help in carrying out exploratory talk to try out and re-organize ideas and therefore benefit from talking to learn (Wells & Wells, 1984).…”

Section: Discussionmentioning

confidence: 99%

“…Students' experiences of critiquing and evaluating in PA informs their SA (Topping & Ehly, 2001). On the other hand, SA unavoidably refers to viewpoints and judgments of others (Boud, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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As the traditional grammar translation approach is being gradually replaced by communicative or task-based approaches, paper-and-pencil tests, commonly used in English classes in Taiwan, do not meet the course goals. Alternative assessment, known for increasing learners' cognitive and meta-cognitive development as well as empowering students to take ownership of their learning, has been practiced extensively in L1 higher education, but neglected in L2 elementary schools. Thus, the purpose of this study is to investigate how peer and self-assessment can be implemented to evaluate young EFL learners' oral presentation and how the students perceive this experience. The study was conducted in two sixth grade classes at a public elementary school in southern Taiwan. After attending a professional development workshop held by the government, a local English teacher practiced peer and self-assessment in her class so as to engage every student in class activities and also to provide an opportunity for them to reflect upon their performance. In the process, the students formed groups of six to discuss and give grades after each individual student's oral report. Three types of data sources were analyzed. The first was the evaluation rubrics from peer groups, each presenting students, and the teacher. Then, a survey, containing 16 closed-format questions and one open-ended question, was administered to elicit the students' perceptions of the assessment process. Also, an interview was done with the teacher. The results show that peer and teacher assessment had strong positive correlation, whereas self-and teacher assessment were moderately correlated. The strength of correlation also varied for each evaluation criterion. Though learners responded positively to the assessing experiences in the questionnaires, they expressed concern that some grades assigned by peers were not fair and a few group members dominated the grading process. The findings shed light on benefits of combining peer and self-assessment and suggest training should emphasize self-assessment, evaluation criteria related to content of the presentation, and students' social skills to work harmoniously in groups. Most of all, students' traditional way of learning should not be neglected.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

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Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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“…Confidence in an education setting is important for student retention (Favero, 2011), possibly by the development of learning strategies and social inclusion (Hryciw et al, 2013). The Socratic discussion format enhances collaborative learning, which builds on skills of cooperation and communication which may not be supported by other areas in their degree program (Topping & Winterhoff, 2001). …”

Section: Discussionmentioning

confidence: 99%

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

Burder

Tangalakis²,

Hryciw³

2014

JCT

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Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a 'Socratic' small-group discussion in addition to content based instruction, to enhance critical thinking skills in ESL Biomedical Science students. Students were provided a detailed protocol for the analysis of a research journal manuscript and participated in a Socratic discussion. Students wrote evaluative pieces to summarize the manuscript's topics, both before and after the small-group discussion. Overall, a third of all students displayed an improved critical thinking score based on Bloom's taxonomy. However, only 20% of ESL students improved their critical thinking score, while 42% of non-ESL students improved. Despite this, students agreed that the Socratic discussion improved their understanding of science and enhanced their ability to review scientific literature. Importantly, ESL students believed that the discussion made them feel positive about their ability to read scientific literature. Thus, specific tools for enhancing critical thinking in the ESL student group should further be developed, with investigation of the retention of these skills warranted.

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“…Furthermore, as noted earlier, a set of clear criteria is crucial for objective assessments (Topping & Ehly, 2001). Nonetheless, different wordings and expressions may be more comprehensible or appeal to different groups of learners based on age, educational level, cultural background, and so on.…”

Section: Figure 6 a Screenshot Of Test-viewingmentioning

confidence: 99%

A student-constructed test learning system: The design, development and evaluation of its pedagogical potential

2015

AJET

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Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the system, and data on their perceptions, generated work, and online log files were collected and analysed. The constant comparative method, descriptive and inferential statistics, and content analysis were employed in the data analysis. Several important findings were obtained. First, a global and macro view accentuating the integration and inter-connectedness of the study material was obtained by the participants based on the SCT activity. Second, a significant proportion of the participants considered SCT as their preferred assessment and learning approach, highlighting its affective and cognitive potential, in comparison to the traditional teacher-constructed tests. Third, SCT encouraged a majority of students to generate questions involving cross-chapter topics and engage in question revision behaviour to different extents, indicative of knowledge integration and elaboration. Significance of this study and suggestions for instructional implementations, online system development, and future study are provided.

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Peer Assisted Learning: A Framework for Consultation

Cited by 255 publications

References 8 publications

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

A student-constructed test learning system: The design, development and evaluation of its pedagogical potential

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