美国论文代写:程度上的同行评估计划是什么

美国论文代写:程度上的同行评估计划是什么

自我评估的过程也可以解决的问题很可能从未解决的文学世界的教育(弗里曼和刘易斯,1998)。可以讨论的问题,并分析了同行评估的实现技术是它提供的好处为学位课程的学生培训。这一直是作者推荐的学生成为设计的一部分是用来评估他们的技术。因为同行评估技术涉及到学生直接在评估过程中,这可能是一个好主意让他们参与到流程的设计技术。这将是有益的当事人包括诸如技术、教师和学生。最大的担忧之一与同行评估的实现缺乏知识关于学生奖励标志着其他的学生和所能决定的影响因素。涉及学生在设计的过程中同行评估技术可以有利于教师作为学生可以更好地反映这个问题,并提供解决方案。

例如,Boud(1989)关注关注同行评估说,标志着得到同行评估的方法可能有偏见和不可靠的,因此,他建议使用实践培训评估的同行更有经验的标志着学生。Mowl和疼痛(1995)理由同行评估过程由强调“研究(在他们的论文中报道)表明,即使与主观评估方法如散文,学生一般能力和认真的自我和peer-assessors,只要准备充分,保证运动的价值。“,这些作者的研究表明,实施前的准备和培训提供给学生同行评估过程有助于准备的过程,但没有足够的证据支持这个理论,这样的训练是必要的。奥德菲尔德和MacAlpine(1995)让他们的意见对同行评估过程说:“经验让我们相信,在新形势下,学生必须概念引入吸收性和可实现的步骤,他们必须接受理解的反馈在每个阶段和信心必须由经验。”

美国论文代写:程度上的同行评估计划是什么

The process of self-assessment may also address an issue that may very well be the one that has never been addressed in the literary world of education (Freeman and Lewis, 1998). The issue that can be discussed and analyzed by the implementation of peer-assessment technique is the benefit it provides to the students training for degree courses. It has always been recommended by authors that students become a part of designing the technique that is used to assess them. As the peer-assessment technique involves the students directly in the assessment process, it might be a good idea to involve them in the process of designing the technique as well. This will be beneficial for all of the parties included such as the technique, the tutors and the students. One of the biggest concern with the implementation of peer-assessment is lack of knowledge about how a student rewards marks to the other students and what can be the influential factors in that decision. Involving students in the process of designing the peer-assessment technique can be helpful for tutors as students can better reflect on this concern and offer a solution for this.
For example- Boud (1989) focused on the concern in peer-assessment saying that marks rewarded by the method of peer-assessment may be biased and unreliable and hence, he recommended use of practice training for the assessment to make the peers more experienced in marking the students. Mowl and Pain (1995) made justification on the peer-assessment process by emphasizing on “The research [reported in their paper] shows that even with subjective methods of assessment such as essays, students are generally capable and conscientious self- and peer-assessors, as long as they are adequately prepared and reassured about the value of the exercise.” The research carried out by these authors suggests that the preparation and training provided to students before implementing the peer-assessment process certainly helps prepare them for the process, but there was not enough evidence to support the theory that such training was necessary. Oldfield and MacAlpine (1995) made their opinion about the peer-assessment process by saying that: “Experience had led us to believe that, in a new situation, students must have concepts introduced to them in absorbable and achievable steps, they must receive understandable feedback at each stage and their confidence must be built from experience.”