Peer Evaluation in the Political Science Classroom
Datos Bibliográficos
| ID | 12378930 |
|---|---|
| Autores | Michael Baranowski (Northern Kentucky University, autor de correspondencia), Kimberly Weir (Northern Kentucky University) |
| Año | 2011 |
| Volumen | 44 |
| Número | 4 |
| Páginas | 805-811 |
| Fecha de publicación | 2011-10-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | PS Political Science & Politics (JOURNAL) |
| Identificadores de la revista | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096511001302 |
| OpenAlex | W2161045519 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 3 |
When student presentations are offered in the classroom, instructors are most likely to be concerned about the extent to which students pay attention and learn from the experience of not only giving a presentation, but about what students learn as an audience. After devising a peer-evaluation instrument for students to evaluate their classmates' presentations, over the course of two years and 10 courses, we surveyed students to determine the effectiveness and usefulness of peer evaluations. We found that students are more likely to pay attention, gain a different perspective on the presentation experience, and be more engaged in the presentation when they evaluate one another
Mathematics education · Medical education · Peer review · Perspective (graphical · Political science · Politics · Presentation (obstetrics · Computer Science · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Medicine · Psychology · Student Assessment and Feedback
| Citas por año | 0,2 |
|---|---|
| Intervalo de citas | 2016 - 2020 (5) |
| Altamente citado | No |