STUDENT CONTRIBUTIONS IN GROUP PROJECTS: THE IMPACT OF PEER ASSESSMENT, BASED ON BELBIN’S ROLES, ON WORK INPUT, STUDY ASSESSMENT AND LEARNING PROCESSES

2017 ◽  
Author(s):  
Gunnar Oskarsson ◽  
Einar Svanson ◽  
Jon Freyr Johannsson
Keyword(s):  
Peer Assessment ◽  
Learning Processes ◽  
Group Projects ◽  
Work Input ◽  
The Impact

scholarly journals SELF- AND PEER-ASSESSMENT TO ENHANCE STUDENT ENGAGEMENT IN UNDERGRADUATE GROUP PROJECTS

2021 ◽  
Author(s):  
Dermot Kerr ◽  
◽  
Sonya Coleman
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Science Learning ◽  
Peer Assessment ◽  
Individual Performance ◽  
Assessment Process ◽  
Group Projects ◽  
Computing Industry ◽  
Individual Contributions ◽  
The Impact

Group projects are an important part of undergraduate computer science learning because of their role in developing working skills which are vital for professionals in the computing industry. While group projects offer many potential learning benefits there is no guarantee that the development of working skills will be achieved. In fact, group projects introduce their own stresses and strains for students due to the need to share the workload as fairly as possible, in how individual contributions are measured and recognised, the effect this has on individual performance, and ultimately how this contributes to the student’s success in the course. Group projects which are not designed, supervised and assessed in a way that promotes meaningful teamwork and collaboration can lead to failure. In this paper we demonstrate practical use of the WebPA system to allow students to perform self- and peer-assessment to effectively measure individual contributions within group projects. The impact of the tools in supporting and measuring performance is validated through quantitative student feedback where we demonstrate significant student engagement in the assessment process and student satisfaction in mark allocation.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Cooling Efficiencies of a NiTi-Based Cooling Process

2013 ◽  
Author(s):  
Marvin Schmidt ◽  
Andreas Schütze ◽  
Stefan Seelecke
Keyword(s):  
Solid State ◽  
Thermodynamic Analysis ◽  
Cooling System ◽  
Analysis Method ◽  
Efficiency Ratio ◽  
Cooling Process ◽  
First Results ◽  
Work Input ◽  
Underlying Mechanisms ◽  
The Impact

Energy saving and environmental protection are topics of growing interest. In the light of these aspects alternative refrigeration principles become increasingly important. Shape memory alloys (SMA), especially NiTi alloys, generate a large amount of latent heat during solid state phase transformations, which can lead to a significant cooling effect in the material. These materials do not only provide the potential for an energy-efficient cooling process, they also minimize the impact on the environment by reducing the need for conventional ozone-depleting refrigerants. Our paper, presenting first results obtained in a project within the DFG Priority Program SPP 1599 “Ferroic Cooling”, focuses on the thermodynamic analysis of a NiTi-based cooling system. We first introduce a suitable cooling process and subsequently illustrate the underlying mechanisms of the process in comparison with the conventional compression refrigeration system. We further introduce a graphical solution to calculate the energy efficiency ratio of the system. This thermodynamic analysis method shows the necessary work input and the heat absorption of the SMA in stress/strain- or temperature/entropy-diagrams, respectively. The results of the calculations underline the high potential of this solid-state cooling methodology.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

scholarly journals Aerodynamics of Boundary Layer Ingesting Fuselage Fans

2021 ◽  
pp. 1-30
Author(s):  
Alejandro Castillo Pardo ◽  
Cesare A. Hall
Keyword(s):  
Boundary Layer ◽  
Pollutant Emissions ◽  
Experimental Facility ◽  
Test Results ◽  
Free Vortex ◽  
Low Speed ◽  
Fuel Burn ◽  
Design Changes ◽  
Work Input ◽  
The Impact

Abstract Boundary Layer Ingestion (BLI) potentially offers significant reductions in fuel burn and pollutant emissions. The Propulsive Fuselage Concept features a fan at the back of the airframe that ingests the 360deg fuselage boundary layer. Consequently, the distortion at the fan face during cruise is close to radial. This paper aims to devise and test a fan design philosophy that is tuned to this inflow distortion. Initially a free-vortex fan design matched to clean inflow is presented. The effects of BLI on the aerodynamics of this fan are investigated. A series of design steps are then presented to develop the baseline fan into a new design matched to fuselage BLI inflow. Both fan designs have been tested within a low speed rig. The impact of the fan design changes on the aerodynamics and the performance with BLI are evaluated using the test results. This paper presents the successful application of a unique experimental facility for the analysis of BLI fuselage fans. It shows that it is possible to design a fan that accepts the radial distortion caused by fuselage BLI with a modified profile of work input. The new fan design was found to increase the work input by 4.9% and to improve the efficiency by 2.75% relative to a fan designed for clean flow. This new fan design has reduced loading near the hub to account for the incoming distortion, increased mid span loading and negative incidence towards the tip for tolerance to circumferential distortion off-design.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

Analyzing Sources of Adaptation

2018 ◽  
pp. 109-131
Author(s):  
Robyn Klingler-Vidra
Keyword(s):  
Hong Kong ◽  
Private Sector ◽  
Learning Processes ◽  
International Diffusion ◽  
Policy Choices ◽  
International Firm ◽  
The Impact ◽  
Empirical Investigations ◽  
The Way

Chapter Seven analyzes the findings of the empirical investigations of Hong Kong, Taiwan and Singapore. The critical finding is that domestically-rooted norms are central to states’ distinct learning processes, and therefore norms are the glue that binds the domestic context with international diffusion, and rationality with constructivism. The impact of norms was found to be so strong that, counter to diffusion literature’s hypothesis about specific models leading to greater degrees of convergence, even when policymakers learned about a highly-specific VC policy item, they systematically initiated further studying and conceptualized how a different path – that better fit with their logics of appropriateness – could lead them to the same outcome. The chapter discusses why the three norms investigated – (1) interventionist orientation, (2) private sector financing and (3) local versus international firm preferences – shaped VC policy choices the way that they did in each case.

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