Douglas Magin
Dados Biográficos
| ID | 1500577 |
|---|---|
| NOME | Douglas Magin |
| PRENOMES | Douglas |
| SOBRENOME | Magin |
| ASSINATURA | MAGIN D |
| AFILIAÇÕES | UNSW Sydney |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1982 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2001 |
| ÍNDICE H | 1 |
A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work
(2001). A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work. Assessment & Evaluation in Higher Education: Vol. 26, No. 2, pp. 139-152
Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work
Concerns about the use of peer ratings for assessment purposes are manifold. The issues which are raised by practitioners and researchers, and findings based on recent studies addressing these issues, are outlined. One of the most persistent criticisms is that peer ratings in group settings are prone to bias, resulting in unfairness of mark outcomes. The bias is seen to arise as a result of friendships and social interactions accompanying group t…
Peer and Teacher Assessments of Oral Presentation Skills
This article reports findings on the reliabilities of peer and teacher summative assessments of engineering students’ oral presentation skills in a fourth year communications subject. The context of the study is unusual, in that each oral presentation was subject to multiple ratings by teams of students and teams of academic staff. Analysis of variance procedures were used to provide separate estimates of inter-rater reliability of assessments by…
Detecting Gender Bias in Peer Marking of Students’ Group Process Work
Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cas…
Peer tutoring in engineering design
The case study provides an evaluation of the use of peer tutoring to introduce students to the use of a state-of-the-art solid modelling designer's package in a second year mechanical engineering design subject at the University of New South Wales. In 1993 a situation arose in which peer tutoring was seen as a viable teaching strategy for the first 4 weeks of the second year subject. Approximately three-quarters of the students had taken the trad…
Collaborative peer learning in the laboratory
This paper reports a study of students' group learning behaviour in a laboratory course in experimental engineering at the University of New South Wales, Australia. Observations of students at work, together with students' own reports of their group activities, indicate continuing group involvement in an extensive range of collaborative peer learning activities. Observations of variations in group behaviour strongly suggest that the different dem…
Peer and Teacher Assessments of Oral Presentation Skills
This article reports findings on the reliabilities of peer and teacher summative assessments of engineering students’ oral presentation skills in a fourth year communications subject. The context of the study is unusual, in that each oral presentation was subject to multiple ratings by teams of students and teams of academic staff. Analysis of variance procedures were used to provide separate estimates of inter-rater reliability of assessments by…
Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work
Concerns about the use of peer ratings for assessment purposes are manifold. The issues which are raised by practitioners and researchers, and findings based on recent studies addressing these issues, are outlined. One of the most persistent criticisms is that peer ratings in group settings are prone to bias, resulting in unfairness of mark outcomes. The bias is seen to arise as a result of friendships and social interactions accompanying group t…
Peer tutoring in engineering design
The case study provides an evaluation of the use of peer tutoring to introduce students to the use of a state-of-the-art solid modelling designer's package in a second year mechanical engineering design subject at the University of New South Wales. In 1993 a situation arose in which peer tutoring was seen as a viable teaching strategy for the first 4 weeks of the second year subject. Approximately three-quarters of the students had taken the trad…
Collaborative peer learning in the laboratory
This paper reports a study of students' group learning behaviour in a laboratory course in experimental engineering at the University of New South Wales, Australia. Observations of students at work, together with students' own reports of their group activities, indicate continuing group involvement in an extensive range of collaborative peer learning activities. Observations of variations in group behaviour strongly suggest that the different dem…
Peer tutoring in engineering design
The case study provides an evaluation of the use of peer tutoring to introduce students to the use of a state-of-the-art solid modelling designer's package in a second year mechanical engineering design subject at the University of New South Wales. In 1993 a situation arose in which peer tutoring was seen as a viable teaching strategy for the first 4 weeks of the second year subject. Approximately three-quarters of the students had taken the trad…
Detecting Gender Bias in Peer Marking of Students’ Group Process Work
Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cas…
A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work
(2001). A Novel Technique for Comparing the Reliability of Multiple Peer Assessments with that of Single Teacher Assessments of Group Process Work. Assessment & Evaluation in Higher Education: Vol. 26, No. 2, pp. 139-152
Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work
Concerns about the use of peer ratings for assessment purposes are manifold. The issues which are raised by practitioners and researchers, and findings based on recent studies addressing these issues, are outlined. One of the most persistent criticisms is that peer ratings in group settings are prone to bias, resulting in unfairness of mark outcomes. The bias is seen to arise as a result of friendships and social interactions accompanying group t…
Peer and Teacher Assessments of Oral Presentation Skills
This article reports findings on the reliabilities of peer and teacher summative assessments of engineering students’ oral presentation skills in a fourth year communications subject. The context of the study is unusual, in that each oral presentation was subject to multiple ratings by teams of students and teams of academic staff. Analysis of variance procedures were used to provide separate estimates of inter-rater reliability of assessments by…
Psychology (6 obras) · Computer Science (4 obras) · Higher education (4 obras) · Mathematics education (4 obras) · Student Assessment and Feedback (4 obras) · Engineering (3 obras) · Peer evaluation (3 obras) · Evaluation and Performance Assessment (2 obras) · Evaluation of Teaching Practices (2 obras) · Peer Assessment (2 obras)