A Study on the Effect of Intimacy of Peers on Task Activities in PBL Class : focused on cooperativeness and team contribution in peer evaluation

2018 ◽  
Vol 50 ◽  
pp. 149-174
Author(s):  
Hae-young Won
Keyword(s):  
Peer Evaluation

Peer-Concept Ratings in Rural Children

1969 ◽  
Vol 24 (2) ◽  
pp. 461-462 ◽  
Author(s):  
Evan R. Powell ◽  
William F. White
Keyword(s):  
Factor Structure ◽  
Grade Level ◽  
Semantic Differential ◽  
Elementary Level ◽  
Rural Children ◽  
Peer Evaluation ◽  
Poverty Level ◽  
Peer Perceptions

Comparison of peer perceptions of 95 rural Negro and 95 white elementary level students shows substantial differences across race in the factor structure on a form of Osgood's Semantic Differential. Caste, class, race, grade level, poverty level, or other factors should, in further studies, be related to the depressed peer evaluation of Negro samples should this low evaluation reappear.

A Conundrum of Peer Evaluation of Predicting Poor Prognostic Models Affecting the Mortality Rate of Covid -19

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Yashaswini J ◽  
Niranjan K R ◽  
Beena Ullala Mata B N ◽  
Kaliprasad C S
Keyword(s):  
Prognostic Model ◽  
Statistical Information ◽  
Prognostic Models ◽  
Peer Evaluation ◽  
Research Teams ◽  
Emerging Nations ◽  
The World ◽  
Prognosis Model ◽  
Real World Datasets ◽  
Number Of Individuals

Mankind is confronting these days a histrionic pandemic scene with the Coronavirus proliferation over all continents. The Covid-19 pandemic outbreak is as yet not very much portrayed, and numerous research teams everywhere on the world are chipping away at one or the other restorative therapeutic issues or immunization issues. The outburst of COVID-19 has constituted a danger to wellbeing of world. With the expanding number of individuals tainted, medical services frameworks, particularly those in economically emerging nations, are bearing gigantic pressing factor for the devising a prognostic model. There is a dire requirement for the analysis of COVID-19 and the anticipation of inpatients. To diminish these issues, a data statistical information driven clinical aid framework is advanced in this paper. In view of two real world datasets in Wuhan, China, the proposed framework coordinates information from various sources with tools of Machine Learning (ML) to anticipate COVID-19 tainted likelihood of suspected patients in their first visit, and afterward foresee mortality of affirmed cases. As opposed to picking an interpretable calculation, this framework isolates the clarifications from ML models. It can do help to patient triaging and give some valuable guidance to specialists and doctors. A prognosis model is in the way of extraordinary premium for specialists to adjust their consideration methodology for therapeutic or diagnosis procedure.

Challenges and Opportunities for Data-Centric Peer Evaluation Tools for Teamwork

2021 ◽  
Vol 5 (CSCW2) ◽  
pp. 1-20
Author(s):  
Wenxuan Wendy Shi ◽  
Akshaya Jagannadharao ◽  
Jaewook Lee ◽  
Brian P. Bailey
Keyword(s):  
Peer Evaluation ◽  
Evaluation Tools ◽  
Challenges And Opportunities

Social Position and Speaking Competence of Stuttering and Normally Fluent Boys

1974 ◽  
Vol 17 (4) ◽  
pp. 740-747 ◽  
Author(s):  
C. Lee Woods
Keyword(s):  
Elementary School ◽  
Social Role ◽  
Sixth Grade ◽  
Social Position ◽  
Peer Evaluation ◽  
Minor Importance ◽  
School Age ◽  
Peer Ratings ◽  
Elementary School Age ◽  
The Third

To assess the relation of social position to speaking competence and to determine the stuttering child’s awareness of peer evaluation, ratings of social position and speaking competence were obtained from 24 stuttering boys (12 mild and 12 moderate or severe) in each the third and sixth grade and from 562 of their normally fluent male classmates. Peer ratings, self-estimates of ratings, and reasons for certain ratings also were obtained. No significant differences between groups of stuttering boys were found. Upon comparison with fluent boys, stuttering boys both expected to be and were rated significantly poorer as speakers than were the normally fluent. No significant differences were found, however, between stuttering and fluent boys on social position measures, suggesting that whether or not an elementary-school-age boy stuttered was of minor importance in determining his social role among his peers.

scholarly journals Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables

2021 ◽  
Vol 5 (2) ◽  
pp. 268
Author(s):  
Sarlota Singerin
Keyword(s):  
School Performance ◽  
Structural Equation ◽  
Numerical Data ◽  
P Value ◽  
Peer Evaluation ◽  
Evaluation Approach ◽  
Pedagogical Competence ◽  
Supervision Model

Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.

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