Scott, Fraser J. (2017) A simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology. Journal of Biological Education, 51 (2). pp. 107-122. ISSN 0021-9266
Full content URL: https://www.tandfonline.com/doi/full/10.1080/00219...
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Item Type: | Article |
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Item Status: | Live Archive |
Abstract
Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem-solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student’s answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students’ attitudes favour the simulated approach.
Keywords: | Peer-assessment, Numerical Problem Solving |
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Subjects: | X Education > X390 Academic studies in Education not elsewhere classified |
Divisions: | College of Science > School of Chemistry |
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ID Code: | 25566 |
Deposited On: | 11 Jan 2017 15:23 |
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