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dc.contributor.author | Woollacott, Laurie | es_ES |
dc.date.accessioned | 2017-11-29T08:11:13Z | |
dc.date.available | 2017-11-29T08:11:13Z | |
dc.date.issued | 2015-06-15 | |
dc.identifier.isbn | 9788490483404 | |
dc.identifier.uri | http://hdl.handle.net/10251/91551 | |
dc.description.abstract | [EN ] This paper reports on the development of ‘Test Workshops’ in a first year chemical and metallurgical engineering course in a South African university. The workshops were designed to enhance student learning through a combination of selfassessment, reflection and group interaction. The development began with an investigation into the summative and formative value of self- and peer-assessment in the context of the course and how the students responded to these unfamiliar forms of assessment. While the accuracy of both self- and peer-marking was found to be inadequate for summative purposes, their formative value was found to be considerable. Based on these findings, the Test Workshop format was designed as a sequence of activities that consisted of writing a short problem-based test under summative test conditions, followed immediately by a group discussion of the solution to the problem, followed by self-marking of the individual solutions against a model answer and marking rubric, followed by a written reflection. Analysis of the students’ experiences found that the effectiveness of this format as a learning methodology was very encouraging and that it had applicability in a wide range of contexts. | es_ES |
dc.format.extent | 7 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15) | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Peer assessment | es_ES |
dc.subject | Self-assessment | es_ES |
dc.subject | Formative assessment | es_ES |
dc.subject | Reflection | es_ES |
dc.title | Enhancing the formative value of self- and peer-marking through ‘Test Workshops’ | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAd15.2015.309 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Woollacott, L. (2015). Enhancing the formative value of self- and peer-marking through ‘Test Workshops’. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 581-587. https://doi.org/10.4995/HEAd15.2015.309 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | First International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | June 24-26,2015 | es_ES |
dc.relation.conferenceplace | Valencia, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAD15/paper/view/309 | es_ES |
dc.description.upvformatpinicio | 581 | es_ES |
dc.description.upvformatpfin | 587 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\309 | es_ES |