Peer Evaluation in the Political Science Classroom
Dados Bibliográficos
| ID | 12378930 |
|---|---|
| Autores | Michael Baranowski (Northern Kentucky University, autor correspondente), Kimberly Weir (Northern Kentucky University) |
| Ano | 2011 |
| Volume | 44 |
| Fascículo | 4 |
| Páginas | 805-811 |
| Data de publicação | 2011-10-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | PS Political Science & Politics (JOURNAL) |
| Identificadores do periódico | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Editora | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096511001302 |
| OpenAlex | W2161045519 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências 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
| Citações por ano | 0,2 |
|---|---|
| Intervalo de citações | 2016 - 2020 (5) |
| Altamente citado | Não |