کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6841792 1435514 2018 13 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Peer evaluations within experiential pedagogy: Fairness, objectivity, retaliation safeguarding, constructive feedback, and experiential learning as part of peer assessment
ترجمه فارسی عنوان
ارزیابی همکارانه در زمینه آموزش تجربی: عدالت، عینیت، حمایت از تلافی، بازخورد سازنده و یادگیری تجربی به عنوان بخشی از ارزیابی همکار
کلمات کلیدی
ارزیابی همکار، عادلانه، اهمیت حفاظت از مجازات، بازخورد ساختاری حمایت اجتماعی یادگیری تجربی،
موضوعات مرتبط
علوم انسانی و اجتماعی مدیریت، کسب و کار و حسابداری کسب و کار، مدیریت و حسابداری (عمومی)
چکیده انگلیسی
This paper describes the analysis of peer assessment processes in experiential learning courses at a Midwestern public university. Factor analysis was used in the creation of constructs measuring perceptions of fairness, objectivity, retaliation safeguarding, and constructive feedback. Constructs were based on student fears that peer assessment is unfair, peers measure based on emotions (objectivity), giving a bad score will hurt me in later courses (retaliation safeguarding), and feedback is not developmental. As well, it was determined whether there was a belief, by end users, that peer assessment is a critical component of experiential learning. The authors surveyed 477 students within semester courses practicing experiential learning pedagogies and developed constructs for fairness (α = 0.785), objectivity (α = 0.774), retaliation safeguarding (α = 0.862), constructive feedback (α = 0.692) and experiential learning (α = 0.743). No within-factor multicollinearity was found in any construct.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The International Journal of Management Education - Volume 16, Issue 1, March 2018, Pages 92-104
نویسندگان
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