Peer Monitoring of Learning Behaviour

Brown, Claire C.; Topping, Keith J.; Henington, Carlen; Skinner, Christopher H.

doi:10.1080/0266736990150304

Cited by 6 publications

(9 citation statements)

References 21 publications

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“…In contrast, reciprocal peer-monitoring implies monitoring classmates as well as being monitored. Brown and colleagues [58] defined peer-monitoring as peer-observing and checking the behaviour of others within the group regarding appropriateness and effectiveness. For both strategies of monitoring teachers as well as students could define target behaviours.…”

Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

“…Self-monitoring usually requires minimal training and is easy to implement [59], in contrast previous training for peer-monitoring depends on monitor variables (e.g., single vs. multiple behaviours) and the specific behaviour that is required. Interventions of self-monitoring, e.g., in [60][61][62][63][64] and peer-monitoring, e.g., in [58,63] have been applied to promote academic performance and "on-task" learning behaviours among students of different ages and across a variety of learning disabilities and emotional-behavioural difficulties. Thereby, self-monitoring was often used in learning settings with no possibilities for teacher control and in multiple contexts like math [65] and writing or reading performance [60].…”

Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

“…In the majority, both self-and peer-monitoring supported desired behaviours within the specific contexts and revealed to be equally effective, or superior to, teacher-directed procedures when knowledge gain was taken under consideration (see [58,66] for peer-monitoring and [67,68] for self-monitoring).…”

Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

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Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

2020

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Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.

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Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

Section: Peer-versus Self-monitoring To Regulate Students' Learning Behaviourmentioning

confidence: 99%

See 1 more Smart Citation

Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

2020

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“…When used in conjunction with collaborative learning, peer-assessment also can improve interpersonal skills, such as group work, consensus building, or seeking and providing help [69,70]. In collaborative peer-assessment techniques, students could work in groups to review work, an entire class might evaluate student presentations, or students can even be asked to assess their own group's work.…”

Section: Peer-assessmentmentioning

confidence: 99%

A Critical Component of Improving Education in Less-Developed Countries: Assessment for Learning

Light¹,

Pierson²

2013

IJCDSE

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Global policymakers are increasingly promoting the improvement of standardized examinations in developing countries, but the role of teacher-made classroom-based assessments is often ignored. Our research experience with the Intel® Teach professional development programs and other programs suggests that such approaches have great potential to provide students and teachers with feedback to guide and deepen learning. In this paper, we review the existing literature on assessment for learning in developing countries and propose that policy makers consider supporting research and development in five strategies: rubrics, performancebased assessments, portfolios, student selfassessment, and peer-assessment.

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“…DOI: 10.1111/jcal.12409 that well-designed and properly implemented peer assessment may positively impact a range of outcome variables including students' academic achievements and cognitive development. Commonly reported benefits include improved learning outcome (Liu & Li, 2014, Li & Steckelberg, 2005Pope, 2001); enhanced critical thinking skills and self-regulation (Harrison, O'Hara, & McNamara, 2015); promoted motivation, autonomy, and responsibility (Pope, 2001;Somervell, 1993); increased access to timeliness of feedback (Gibbs, 1999) and quantity of feedback (Topping, 2009); boosted student interaction (Peng, 2010) and interpersonal skills (Brown, Topping, Henington, & Skinner, 1999); and enhanced understanding of assessment criteria (Burke & Pieterick, 2010). Among the many potentials reported, one of the most prominent is that peer assessment encourages active and reflective learning, and empowers students to take control of their own learning growth (Li et al, 2010;Li et al, 2012).…”

mentioning

confidence: 99%

The effects of social messaging on students' learning and intrinsic motivation in peer assessment

Gao

Guo

2019

Computer Assisted Learning

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This study aims to gain a better understanding of how the newly arisen social messaging may impact the practice of peer assessment. Seventy-nine ESL (English as Second Language) students reviewed each other's English essays in three peer assessment groups: a three-member group using wiki (wiki group), a three-member group using social messaging (small messaging group), and a six-member group using social messaging (big messaging group). Data analysis suggested that peer assessment facilitated by social messaging can be at least of the same effectiveness as wiki-facilitated peer assessment on ESL students' writing skills and intrinsic motivation. In addition, the findings indicated that students in the small messaging group outperformed students in the big messaging group on essay writing, and reported a significantly higher rating on Perceived Competence, a positive indicator of the behavioral measures of intrinsic motivation, than students in the big messaging group.

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Peer Monitoring of Learning Behaviour

Cited by 6 publications

References 21 publications

Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

A Critical Component of Improving Education in Less-Developed Countries: Assessment for Learning

The effects of social messaging on students' learning and intrinsic motivation in peer assessment

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