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1	A study of formal modeling for sharing the experience of using ICT in university teaching Pow, Jacky W. C. January 2003 (has links) No description available. 378 Peer evaluation
2	Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation. Mat Daud, n/a January 2011 (has links) Critical thinking skills have been identified as learning outcomes expected of students for most courses of tertiary education in many countries including Malaysia. One of the courses where critical thinking is required is academic writing. Producing academic writing which is well argued, insightful, thought-provoking, characterised by evidence and wide reading is a challenge for undergraduate students. Not only do the students need to have a good command of the language, they also need to be critical as they examine viewpoints, facts and arguments and synthesise them. This thesis explores several approaches to developing critical thinking skills in an academic writing course for undergraduate students. The use of a rubric or a checklist and discussion with peers were identified in the study to support the development of critical thinking. Their potency was explored in a quasi- experimental study involving undergraduate students taking English for Academic Writing course. The three treatments groups were: peer review where students used a checklist and discussed their ideas; peer evaluation where students used the rubric and discussed their ideas and evaluations; self-evaluation where students used the rubric but did not discuss their ideas. The level of critical thinking for each groups and a control group who received no treatment, was measured before and after learning interventions using two instruments: the Cornell Critical Thinking Test Level X (CCTT-X) and the English for Academic Writing term paper. In addition, students’ and instructors’ perspectives on the learning activities were elicited by means of questionnaires and interviews. Classroom observations were also carried out. The rubric which was used in the peer evaluation and self-evaluation activities is called the Critical Thinking for Academic Writing Analytical Rubric (CAWAR). It contains 12 criteria with descriptions of the two ends of performance domains i.e. the best and the weakest points and a commentary space. The checklist used in the peer review activity, on the other hand, replicates the CAWAR except that it does not have the grading element. The study found that all treatments showed some potential for fostering the development of critical thinking skills. Theoretically, it is argued that peer evaluation has the greatest potential of the three treatments provided that both teachers and students understand the value of collaborative learning and the importance of giving sufficient time for discussion. The introduction of either the rubric or checklist or promoting peer discussion has promoted critical thinking in an academic writing course. rubric critical thinking academic writing peer evaluation
3	Does accreditation assure quality? Wildi-Yune, Jeanny January 2007 (has links) This thesis delves into the question of whether accreditation can assure quality. To answer this, an accreditation scenario of a private international higher education institution is studied in depth. There are four principal objectives to the research question which are: 1. To investigate how quality is conceptualised by various stakeholders 2. To assess the effectiveness of accreditation standards 3. To examine whether the accreditation process is valid, reliable and relevant, and 4. To evaluate if the accreditation agency enacts what it purports to do. Based on current theories and approaches to quality and quality assurance, certain elements are highlighted in the research process such as the use of quality standards, issues of accountability and continuous improvement, and the culture and context surrounding an accreditation event. The methodology used is one of participant observation applied to a case study. The occasion of the decennial reaccreditation of a for-profit Swiss school by an American accreditation agency serves as the field of research. Data were collected firsthand from the various constituents engaged in this reaccreditation. Fundamentally, the process comprised of self-evaluation and an on-site peer review, so there is focused discussion on these two critical audit methods and their interrelationship. The field notes are supplemented by longitudinal data representing the last twelve years of involvement in accreditation of the case study school including two other quality assurance approaches, one Swiss and the other, ISO. After a review of the various school activities which come under the remit of the agency, the accreditation procedures are examined for validity, reliability and relevance. An analytic induction of the findings confirms that accreditation does indeed assure baseline quality, albeit its current orientation towards publicly funded establishments. Thus accreditation of for-profit schools represents an imminent domain of future research. 371.2
4	Sharing Rewards Based on Subjective Opinions Carvalho, Arthur January 2010 (has links) Fair division is the problem of dividing one or several goods among a set of agents in a way that satisfies a suitable fairness criterion. Traditionally studied in economics, philosophy, and political science, fair division has drawn a lot of attention from the multiagent systems community, since this field is strongly concerned about how a surplus (or a cost) should be divided among a group of agents. Arguably, the Shapley value is the single most important contribution to the problem of fair division. It assigns to each agent a share of the resource equal to the expected marginal contribution of that agent. Thus, it is implicitly assumed that individual marginal contributions can be objectively computed. In this thesis, we propose a game-theoretic model for sharing a joint reward when the quality of individual contributions is subjective. In detail, we consider scenarios where a group has been formed and has accomplished a task for which it is granted a reward, which must be shared among the group members. After observing the contribution of the peers in accomplishing the task, each agent is asked to provide evaluations for the others. Mainly to facilitate the sharing process, agents can also be requested to provide predictions about how their peers are evaluated. These subjective opinions are elicited and aggregated by a central, trusted entity, called the mechanism, which is also responsible for sharing the reward based exclusively on the received opinions. Besides the formal game-theoretic model for sharing rewards based on subjective opinions, we propose three different mechanisms in this thesis. Our first mechanism, the peer-evaluation mechanism, divides the reward proportionally to the evaluations received by the agents. We show that this mechanism is fair, budget-balanced, individually rational, and strategy-proof, but that it can be collusion-prone. Our second mechanism, the peer-prediction mechanism, shares the reward by considering two aspects: the evaluations received by the agents and their truth-telling scores. To compute these scores, this mechanism uses a strictly proper scoring rule. Under the assumption that agents are Bayesian decision-makers, we show that this mechanism is weakly budget-balanced, individually rational, and incentive-compatible. Further, we present approaches that guarantee the mechanism to be collusion-resistant and fair. Our last mechanism, the BTS mechanism, is the only one to elicit both evaluations and predictions from the agents. It considers the evaluations received by the agents and their truth-telling scores when sharing the reward. For computing the scores, it uses the Bayesian truth serum method, a powerful scoring method based on the surprisingly common criterion. Under the assumptions that agents are Bayesian decision-makers, and that the population of agents is sufficiently large so that a single evaluation cannot significantly affect the empirical distribution of evaluations, we show that this mechanism is incentive-compatible, budget-balanced, individually rational, and fair. Fair Division Peer Evaluation Mechanism Design Peer Prediction Scoring Rules Bayesian Truth Serum Computer Science
5	Sharing Rewards Based on Subjective Opinions Carvalho, Arthur January 2010 (has links) Fair division is the problem of dividing one or several goods among a set of agents in a way that satisfies a suitable fairness criterion. Traditionally studied in economics, philosophy, and political science, fair division has drawn a lot of attention from the multiagent systems community, since this field is strongly concerned about how a surplus (or a cost) should be divided among a group of agents. Arguably, the Shapley value is the single most important contribution to the problem of fair division. It assigns to each agent a share of the resource equal to the expected marginal contribution of that agent. Thus, it is implicitly assumed that individual marginal contributions can be objectively computed. In this thesis, we propose a game-theoretic model for sharing a joint reward when the quality of individual contributions is subjective. In detail, we consider scenarios where a group has been formed and has accomplished a task for which it is granted a reward, which must be shared among the group members. After observing the contribution of the peers in accomplishing the task, each agent is asked to provide evaluations for the others. Mainly to facilitate the sharing process, agents can also be requested to provide predictions about how their peers are evaluated. These subjective opinions are elicited and aggregated by a central, trusted entity, called the mechanism, which is also responsible for sharing the reward based exclusively on the received opinions. Besides the formal game-theoretic model for sharing rewards based on subjective opinions, we propose three different mechanisms in this thesis. Our first mechanism, the peer-evaluation mechanism, divides the reward proportionally to the evaluations received by the agents. We show that this mechanism is fair, budget-balanced, individually rational, and strategy-proof, but that it can be collusion-prone. Our second mechanism, the peer-prediction mechanism, shares the reward by considering two aspects: the evaluations received by the agents and their truth-telling scores. To compute these scores, this mechanism uses a strictly proper scoring rule. Under the assumption that agents are Bayesian decision-makers, we show that this mechanism is weakly budget-balanced, individually rational, and incentive-compatible. Further, we present approaches that guarantee the mechanism to be collusion-resistant and fair. Our last mechanism, the BTS mechanism, is the only one to elicit both evaluations and predictions from the agents. It considers the evaluations received by the agents and their truth-telling scores when sharing the reward. For computing the scores, it uses the Bayesian truth serum method, a powerful scoring method based on the surprisingly common criterion. Under the assumptions that agents are Bayesian decision-makers, and that the population of agents is sufficiently large so that a single evaluation cannot significantly affect the empirical distribution of evaluations, we show that this mechanism is incentive-compatible, budget-balanced, individually rational, and fair. Fair Division Peer Evaluation Mechanism Design Peer Prediction Scoring Rules Bayesian Truth Serum Computer Science
6	“Reviewing Peer Review” : Four English Teachers’ Perceptions on the Efficiency of Peer Review to Improve Student Writing in the ESL Classroom Hallbäck, Julia January 2022 (has links) This essay aims to investigate four upper secondary school teachers’ perceptions of the use of peer review in English language teaching through a qualitative study. The theoretical framework of this essay includes both sociocultural theory and process theory of writing. The study itself consists of four semi-structured interviews with English teachers and the research questions aim to investigate these teachers’ motives for doing peer review, their practices involving peer review, and the perceived difficulties they have with using peer review in their language classrooms. The main findings show that while teachers think highly of peer review and believe it to be beneficial, peer review is still not an integrated method in three out of the four teachers’ practices. Some of the reasons for this included a perceived lack of time and opportunity to do peer review, as well as a lack of encouragement from their surroundings to use peer review in their classrooms. This study presents some teachers’ perceptions and practices of peer review and further discusses why teachers have these perceptions in relation to the essay’s theoretical background and previous research. Moreover, this study shows that peer review is highly thought of but rarely implemented in Swedish upper secondary schools and that peer review needs to be brought up more in the discussion of English writing if we want it to become an integrated part of English language teaching in Sweden. Peer review peer evaluation ESL writing teacher attitudes upper secondary school Learning Lärande
7	Effects Of Scaffolding Strategies Embedded Within Web-based Peer Evaluation System On Pre-service Teachers Yildiz, Ismail 01 March 2012 (has links) (PDF) The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers&rsquo / professional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs&rsquo / peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. In addition, in teacher education observation has a critical place. The purpose of this study is to examine the effects of question prompts embedded within this environment on PSTs&rsquo / reflective thinking and self-efficacy levels. For this purpose, a true experimental study was designed and applied. 55 pre-service teachers were enrolled in this study. First finding of this study is that the use of question prompts embedded in a web-based video analysis system have a positive significant effect on pre-service teachers&#039 / reflective thinking level. Second finding of this study is that the use of question prompts embedded in a web-based video analysis system did not have a significant effect on pre-service teachers&#039 / self-efficacy. However, there was a significant linear trend indication for all types of self-efficacy factors for both control and experimental group over the time. For both groups this linear trend showed that self-efficacy scores of instructional strategies, classroom management, and student engagement developed over the time.
8	Holistic Evaluation of Peer Writings by Able and Less Able Readers in Eighth and Tenth Grades Peters, Elaine 08 1900 (has links) The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings. Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district. Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing. The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse. Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found. Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found. Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how teachers and students evaluate writing (p .01). Examination of criteria used in evaluating writings indicated that teachers consistently referred to elements of the text. Students also made text-based comments. In addition, students responded subjectively, referring to common experience, interest, and memories cued by the text. peer evaluation grade school students reading ablility writing evaluation School prose -- Evaluation. Teenagers' writings -- Evaluation. Reading (Secondary)
9	UNDERSTANDING THE RELATIONSHIP BETWEEN TEAM DYNAMICS ON PEER EVALUATIONS AND TEAM EFFECTIVENESS Behzad Beigpourian (9234419) 12 August 2020 (has links) <p>Engineering students are expected to develop professional skills in addition to their technical knowledge as outcomes of accredited engineering programs. Among the most critical professional skills is the ability to work effectively in a team. Working effectively in teams has learning benefits and also provides an environment for developing other professional skills such as communication, leadership skills, and time management. However, students will develop those skills only if their teams function effectively.</p> <p>This dissertation includes three studies that together inform team formation and management practices to improve team dynamics. The first study investigates mixed-gender team dynamics to determine whether those teams are realizing their potential. The second study explores the relationship of individual psychological safety and students’ team member effectiveness and the moderating effects of team-level psychological safety. The third study explores self-rating bias among first-year engineering students and its relationship to student characteristics and dimensions of team-member effectiveness. </p> <p>Although mixed-gender teams had equal team dynamics with all-male teams, more team facilitation and training are needed to improve the experience of mixed-gender teams. Asian, Black, and Hispanic/Latino students, as well as students with lower GPA, report lower psychological safety, which is associated with lower team-member effectiveness. Team-level psychological safety moderated this effect for Asian and Hispanic/Latino students. Students’ effort in teams was associated with lower self-rating bias, likely an indication of greater self-awareness. Together, these studies and their findings contribute to a broader understanding that there are interrelationships among team composition, team dynamics, and team-member effectiveness, and that these relationships differ based on student characteristics such as race/ethnicity, gender, and prior knowledge. This work adds to the body of research demonstrating the importance of teaching students about effective teamwork, conducting regular peer evaluations of team functioning, and interpreting those peer evaluations carefully to avoid perpetuating any biases. This work also demonstrates the usefulness of psychological safety as an important indicator of marginalization.</p> Education Engineering Practice Engineering not elsewhere classified Higher Education Organisational Behaviour teamwork peer evaluation Team dynamics self evaluation gender effects psychological safety
10	Implicit personality and leadership in stressful and dangerous situations: a first step Smith, Daniel R. 05 April 2012 (has links) Leadership in stressful and dangerous situations is vitally important in terms of lives, property, and national strategic objectives. But our understanding of effective leadership in these and other contexts is limited. Part of the problem is that interactionist theoretical perspectives are not reflected in contemporary leadership thinking. In addition, the impact of individual differences on leadership is often misrepresented or hidden by linear correlations and regressions conducted on continuous scores. This study employed new, innovative, indirect conditional reasoning measures to assess the personalities of 627 leaders entering the militaryâ s most challenging and stressful combat leader development course (the US Army Ranger School). These innovative measures predicted compelling differences in leadership, attrition, and in the peer evaluations made during the training. Analyses conducted on the continuous personality scores demonstrate that these findings are misrepresented or hidden by linear correlations and regressions. As an alternative, I present a configural scoring scheme, couched in a poker analogy, to explain how these individual differences combine to predict the odds of success for each of the 18 personality types studied. Achievement motive Achievement Psychology Personality measurement Personality Unconscious personality Subconscious Unconscious Motivation to lead Leader motivation Leader character Implicit personality Implicit motives Conditional reasoning Leadership Power Power motive Aggression Fear of failure Submissive Submissiveness Conflict avoidance Approach motive Avoidance motive Avoidant Danger Dangerous Stress Stressful Stressful situation Dangerous situation Lethal Military Ranger SEAL Special forces Green beret Delta force Combat Channeling Configural scoring Leader performance Peer evaluation Attrition Poker Cognitive capacity Rational Rationality Volition Will power Leadership Stress (Psychology) Personality Typology (Psychology)

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