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Showing 1 to 15 of 109 results Save | Export
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Simpson, Rachel; Reading, Catherine – Practitioner Research in Higher Education, 2019
This research paper explores the processes and outcomes of a peer review system which was introduced to 74 first-year students on a BA Education programme in 2016-17. In this one-year action research study, students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these…
Descriptors: Peer Evaluation, College Freshmen, Placement, Action Research
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Demonacos, Constantinos; Ellis, Steven; Barber, Jill – Practitioner Research in Higher Education, 2019
In this study we explored the potential of adaptive comparative judgement (ACJ) as a medium for peer assessment and for the giving and receiving of peer feedback. ACJ is a marking protocol in which the assessor (or judge) merely compares two answers and chooses a winner. Repeated judgements and a suitable sorting algorithm allow marks to be…
Descriptors: Student Evaluation, Peer Evaluation, Grading, Accuracy
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Valijärvi, Riitta-Liisa; Tarsoly, Eszter – Practitioner Research in Higher Education, 2019
We propose ways of incorporating Google Translate into the teaching of Finnish and Hungarian in a higher education setting at different skill levels. The task types tested in our study were: analytical tasks (dictionary-like exercise, word-building, part-of-word identification), discovery method tasks (elicitation, problem solving), and awareness…
Descriptors: Translation, Computer Software, Finno Ugric Languages, Hungarian
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Lawson, David – Practitioner Research in Higher Education, 2019
This paper provides an evaluative report on the use of a questionnaire as a diagnostic tool to support undergraduate students' development of self-regulated learning. The diagnostic tool to be used is the Motivated Strategies for Learning Questionnaire (MSLQ). A considerable body of research highlights the significance of self-regulated learning…
Descriptors: Independent Study, Learning Strategies, Questionnaires, Diagnostic Tests
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Ducasse, Ana Maria; Hill, Kathryn – Practitioner Research in Higher Education, 2019
While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, there is evidence that students often have difficulty understanding feedback or with knowing how to act on it and/or are not necessarily receptive to the feedback provided. These kinds of…
Descriptors: Foreign Countries, Feedback (Response), Formative Evaluation, Student Evaluation
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Torres, JT; Ferry, Nicole – Practitioner Research in Higher Education, 2019
The following study situates feedback in two teacher education courses to explore the following research question: How do students rely on discursive features of feedback to reflect on and write their identities as future teachers? A total of 41 participants were recruited for the study. These participants are undergraduate students enrolled in…
Descriptors: Tutors, Feedback (Response), Preservice Teachers, Professional Identity
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Austen, Liz; Malone, Cathy – Practitioner Research in Higher Education, 2018
This research paper explores a sample of written summative feedback which was provided to undergraduate social science based students in 2014-2015. A series of focus groups were facilitated where students evaluated 95 pieces of individual written feedback and discussed their findings. Texts were scored, ranked and used to create mini corpora of…
Descriptors: Feedback (Response), Student Attitudes, Summative Evaluation, Undergraduate Students
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Headington, Rita – Practitioner Research in Higher Education, 2018
The nature and significance of students' informal peer feedback networks is an under-explored area. This paper offers the findings of a longitudinal investigation of the informal peer feedback networks of a cohort of student teachers [n = 105] across the three years of a UK primary education degree programme. It tracked the dynamic nature of these…
Descriptors: Feedback (Response), Informal Education, Peer Evaluation, Peer Groups
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Sheedy, Caroline – Practitioner Research in Higher Education, 2018
This work emanates from a previous study examining the experiences of male final year students in computing degree programmes that focused on their perceptions as students where they had few, if any, female classmates. This empirical work consisted of focus groups, with the findings outlined here drawn from two groups that were homogeneous with…
Descriptors: Student Experience, Males, Homogeneous Grouping, Higher Education
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Cleary, Ann; Delahunt, Brid; Fox, Claire; Maguire, Moira; O'Connor, Lorna; Ward, Jamie – Practitioner Research in Higher Education, 2018
The transition to Higher Education, while often exciting, is demanding for many students. Successful transition necessitates learning the conventions of scholarly conversation, including how to read and create work in an academic context. Knowledge of academic literacy practices is an important part of this process but these discourses and…
Descriptors: Learner Engagement, Feedback (Response), Higher Education, Information Literacy
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Robbins, Joy; Firth, Amanda; Evans, Maria – Practitioner Research in Higher Education, 2018
Work based assessment (WBA) is a common but contentious practice increasingly used to grade university students on professional degrees. A key issue in WBA is the potentially low assessment literacy of the assessors, which can lead to a host of unintended results, including grade inflation. We identified grade inflation in the WBA of the clinical…
Descriptors: Grade Inflation, Weighted Scores, Evaluation Methods, Evaluation Research
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O'Keeffe, Muireann; Gormley, Clare; Ferguson, Pip Bruce – Practitioner Research in Higher Education, 2018
Assessment is a crucial aspect of academic work. Indeed, there is substantial literature on assessment design and how to ensure the integrity of students' learning. Much work goes into enhancing assessment practices to ensure the validity of assessment to safeguard the reliability of students' knowledge. Yet relatively little research has…
Descriptors: Case Studies, Grading, Feedback (Response), Student Evaluation
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Nicholson, Dawn Theresa – Practitioner Research in Higher Education, 2018
This paper reports on an existing undergraduate academic skills module where the assignment, a printed portfolio, has been replaced with an online portfolio. Qualitative feedback reveals that students most valued the provision of rapid and regular feedback on work, and had a raised awareness of employability goals. Tutors most valued the ability…
Descriptors: Undergraduate Students, Learner Engagement, Portfolio Assessment, Portfolios (Background Materials)
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Pearson, John – Practitioner Research in Higher Education, 2018
This paper uses an action research intervention in an attempt to improve student engagement with summative feedback. The intervention delivered summative module feedback to the students as audio recordings, replacing the written method employed in previous years. The project found that students are keen on audio as an alternative to written…
Descriptors: Feedback (Response), Audiovisual Communications, Summative Evaluation, Intervention
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Barber, Jill – Practitioner Research in Higher Education, 2018
Adaptive Comparative Judgement (ACJ) is an alternative to conventional marking in which the assessor (judge) merely compares two answers and chooses a winner. (Scripts are typically uploaded to the CompareAssess interface as pdf files and are presented side-by-side.) Repeated comparisons and application of the sorting algorithm leads to scripts…
Descriptors: Student Evaluation, Alternative Assessment, Scoring, Test Bias
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