Student involvement in assessment: a project designed to assess class participation fairly and reliably

Dancer, Diane; Kamvounias, Patty

doi:10.1080/02602930500099235

Cited by 123 publications

(101 citation statements)

References 9 publications

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“…The role played by the PE teacher in the classroom greatly influences the student's perceptions without forgetting the contents covered in class (Escartí, Gutiérrez, Pascual, & Wright, 2013). This is a reason why the teaching methodology acquires a fundamental role in the educational process, which directly affects the opinions, motivations and future decisions students make, both, inside and outside the classroom (Dancer & Kamvounias, 2005).…”

Section: Discussionmentioning

confidence: 99%

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Hortigüela-Alcalá¹,

Pueyo²,

Moncada-Jiménez³

2015

JPES

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Abstract:To determine the effects of two teaching methodologies on the student's perceptions about responsibility in the evaluation of a physical education teaching unit. A pre-experimental design was used on 785 high-school students taught with two methodological approaches during a stunt unit: a) traditional method, and b) attitudinal method. Perceptions of responsibility were surveyed before and after the teaching unit. Student's perception towards responsibility was similar between groups in the pre-test (p < 0.05). After intervention, the attitudinal group showed higher sense of responsibility in the evaluation (p = 0.011). The traditional methodology group perceived a different level of responsibility depending on the high-school institution (p = 0.011); while the attitudinal style group perceptions were influenced by the school-year (p = 0.038) and the number of students per class (p = 0.013). An attitudinal methodology implemented in a stunt unit in a Physical Education class directly influences the perception of students about responsibility in their evaluation.

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Section: Discussionmentioning

confidence: 99%

“…The type of assessment may serve different areas and approaches and are associated with greater or lesser involvement of students in the process of teachinglearning (Dancer & Kamvounias, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Hortigüela-Alcalá¹,

Pueyo²,

Moncada-Jiménez³

2015

JPES

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“…En relación con estos métodos dos nuevos términos han surgido en la literatura y en la práctica sobre la evaluación del aprendizaje: co-assessment y peer review (Dancer y Kamvounias, 2005;Gale, Martin y McQueen, 2002;Giles, Martin, Bryce y Hendry, 2004;Stefani, 1998). La diferencia entre éstos y los ya conocidos estriba en que en este caso la calificación es generada por el profesor, a partir de unos determinados criterios pactados, y son los estudiantes quienes ponderan esa calificación dentro de cada uno de los miembros del grupo Algunos estudios prueban la eficacia de la evaluación que involucra a los estudiantes en grupos de clase numerosos (Ballantyne, Hughes y Mylonas, 2002).…”

Section: B)unclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

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“…Individual activities include preparing for lectures, reviewing class notes, asking questions, working on individual assignments, and general behaviour towards lecturers and academic support staff. Dancer and Kamvounias (2005) consider student participation is an active engagement process which can be sorted into five categories: preparation, contribution to discussion, group skills, communication skills, and attendance. Bartley, Dimenä s and Hallnä s (2010) believe that the key words for student participation are negotiation, dialogue, cooperation and personal responsibility.…”

Section: Forms Of Student Participationmentioning

confidence: 99%

“…College students are not passive recipients, but the "co-producers" of education service. So college students should participate in the whole education service process actively to ensure satisfactory results, which include improving the teaching and the vitality of the whole class (Cohen, 1991;O'Neal, 1996), making students learn better (Daggett, 1997; Garard, Hunt, Lippert, & Paynton, 1998; Weaver & Qi, 2005),improving students' communication ability (Berdine, 1986;Dancer & Kamvounias, 2005), improving the interaction between students and team members (Armstrong & Boud, 1983), enhancing students' loyalty to the school (Henning-Thurau, Langer & Hansen, 2001). …”

Section: Introductionmentioning

confidence: 99%

Student Participation in the College Classroom: Base on the Perspective of Organizational Socialization

Zhao¹

2017

Proceedings of the 3rd Annual International Conference on Social Science and Contemporary Humanity Development

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Abstract. As the customer of higher education service, students are not passive recipients but the "co-producer" of education service. Through their active participation in the education process, students can get a satisfactory result, that is, the satisfaction of teaching, their academic achievements, and loyalty to the school. And organizational socialization of college students is an effective means to encourage college students to participate in classroom teaching. Based on the literature of customer participation and organizational socialization, this paper studies how to motivate college students to participate in teaching activities through organizational socialization strategies.

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Student involvement in assessment: a project designed to assess class participation fairly and reliably

Cited by 123 publications

References 9 publications

Untitled

Untitled

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Student Participation in the College Classroom: Base on the Perspective of Organizational Socialization

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