Integrating student assessment with learning and motivation
Integrating student assessment with learning and motivation
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2014-00-00
Authors
Parvinder Kaur
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Abstract : This paper describes and evaluates an intervention designed to engage tertiary students in application of criteria and standards to assess the assignment of their peers. Peer assessment is grounded in the philosophies of active learning and is a manifestation of social constructivism as it involves the joint construction of knowledge through feedback/discussion. This paper seeks to unpack the potential learning and motivational gains in intrinsic/extrinsic motivation, self efficacy, higher-order thinking skills and in facilitating collaborative learning. Much emphasis in Psychology courses thus far has been on improvement in the quality of student assignments through peer assessment, hence this study focuses on motivation and learning strategies. 49 students from an Introductory Psychology class of The American Degree Program participated in this quantitative study. Half of the sample is subjected to an intervention (a peer review workshop) and the other half is not. Both the groups subsequently complete a 45 closed item questionnaire. Data is analysed using the SPSS. The results reveal that students rate the learning and motivational value of the peer review positively but some anticipated effects did not emerge. The practical implications are further discussed.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Integrating student assessment with learning and motivation
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Parvinder Kaur
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2014-00-00
Description
Abstract : This paper describes and evaluates an intervention designed to engage tertiary students in application of criteria and standards to assess the assignment of their peers. Peer assessment is grounded in the philosophies of active learning and is a manifestation of social constructivism as it involves the joint construction of knowledge through feedback/discussion. This paper seeks to unpack the potential learning and motivational gains in intrinsic/extrinsic motivation, self efficacy, higher-order thinking skills and in facilitating collaborative learning. Much emphasis in Psychology courses thus far has been on improvement in the quality of student assignments through peer assessment, hence this study focuses on motivation and learning strategies. 49 students from an Introductory Psychology class of The American Degree Program participated in this quantitative study. Half of the sample is subjected to an intervention (a peer review workshop) and the other half is not. Both the groups subsequently complete a 45 closed item questionnaire. Data is analysed using the SPSS. The results reveal that students rate the learning and motivational value of the peer review positively but some anticipated effects did not emerge. The practical implications are further discussed.
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
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Learning strategies--Malaysia
Peer review--Malaysia
Motivation Assessment Scale–Malaysia
Peer review--Malaysia
Motivation Assessment Scale–Malaysia
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American Degree Transfer Program