The Development of Critical Thinking Skills in Undergraduate Supervisory Management Units: efficacy of student peer assessment

Macpherson, Karen

doi:10.1080/0260293990240302

Cited by 26 publications

(28 citation statements)

References 9 publications

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“…Findings of the first year during which the PA tool was implemented were presented. This experience with PA shows that students tended to assign a narrow range of scores, usually at the high end of the rating scale, which corresponds with the findings of PA undertaken in other courses by different types of students (Conway, Kember, Sivan, & Wu, 1993;Falchikov, 1995;Pond & ul-Haq, 1997;Das et al, 1998;Cheng & Warren, 1999;MacAlpine, 1999;MacPherson, 1999;Sullivan et al, 1999;Purchase, 2000;Miller, 2003). However, a comparison of the two assessments indicated that the standard deviation and range of scores increased.…”

Section: Discussionmentioning

confidence: 58%

Peer assessment: A valuable tool to differentiate between student contributions to group work?

Steensels¹,

Leemans²,

Buelens³

et al. 2006

Pharmacy Educ.

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This paper aims to report experiences with peer assessment (PA) during the first year of operation in a pharmacy practice (PP) course. PA was carried out twice. The range and standard deviation of scores were larger during the second assessment, suggesting a more critical way of rating. This indicates that gaining experience with PA is a necessary condition for this tool to enable students to assess each other's contribution to group work. A significant correlation was observed between scores awarded by peers and external tutors, indicating that students assessed one another in the same way as external tutors.In conclusion, PA can be a valuable tool to differentiate between student contributions to group work if students are properly trained to conduct such an assessment. It is recommended that PA be integrated at an earlier stage of the curriculum to allow students to gain the required expertise.

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Section: Discussionmentioning

confidence: 58%

Peer assessment: A valuable tool to differentiate between student contributions to group work?

Steensels¹,

Leemans²,

Buelens³

et al. 2006

Pharmacy Educ.

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“…Still we have to recognise that 'the nature of thinking of an individual is under the control of that individual and one person cannot make another think critically' (Moon 2008: 131; original emphasis removed). MacPherson (1999) reports her success in developing critical thinking among management students by providing an explicit lecture and seminar on critical thinking, followed by peer reviewed student presentations throughout the remainder of the year. MacPherson (1999) reports her success in developing critical thinking among management students by providing an explicit lecture and seminar on critical thinking, followed by peer reviewed student presentations throughout the remainder of the year.…”

Section: Pedagogy Epistemology and Critical Thinkingmentioning

confidence: 99%

The Critical Turn in Tourism Studies

2013

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In today's increasingly complex tourism environment decision-making requires a rounded, well-informed view of the whole. Critical distance should be encouraged, consultation and intellectual rigour should be the norm amongst managers and there needs to be a radical shift in our approach to educating future tourism and hospitality managers and researchers.This edition intends to move the debate forward by exploring how critical tourism inquiry can make a difference in the world, linking tourism education driven by the values of empowerment, partnership and ethics to policy and practice. This volume is designed to enable its reader to think through vital concepts and theories relating to tourism and hospitality management, stimulate critical thinking and use multidisciplinary perspectives. The book is organised around three key ways of producing social change in and through tourism: critical thinking, critical education and critical action. Part 1 focuses on the importance of critical thinking in tourism research and deals with two key topics of our academic endeavours (i) tourism epistemology and theoretical and conceptual developments; (ii) research entanglements, knowledge production and reflexivity. Part II considers 'the University as a site for activism' by mapping out the moral, academic and practical role of educators in developing ethical and responsible graduates and explores the student experience. Part III attempts to provide new understandings of the ways in which social justice and social transformation can be achieved in and through tourism.This timely and thought provoking book, which collectively questions tourism's current and future role in societal development, is essential reading for students, researchers and academics interested in tourism and hospitality.

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“…Several studies (Falchikov & Goldfinch, 2000;Macpherson, 1999) indicate that when sufficient practice and clear instructions are provided, students can conduct peer feedback that is congruent with faculty member's feedback. Ozogul, Olina, and Sullivan (2008) explored the use of multiple sources of evaluators for student projects.…”

Section: Literature Reviewmentioning

confidence: 99%