Peer Evaluation Research Articles

Peer Group Tari Tradisional dalam Mencegah Gangguan Gerak Tubuh Orang dengan Gangguan Jiwa

Stigma and movement disorders due to drugs in people with mental disorders create problems in the community. Efforts that can be made to prevent through preventive efforts are empowerment in the community. Peer groups are a form of empowerment between peer groups. The aim of this program is to train youth groups in helping ODGJ reduce movement disorders caused by mental disorders drugs. The method used is through FGD and measuring partners' knowledge and dancing skills. The program will be implemented in June 2023. The stages include pre-program, module prescription testing, program socialization, traditional dance peer group training, and evaluation and follow-up plans. The pre-program results agreed regarding advocacy activities for people with mental disorders, the results of the perception equality test (ICC: 0.945), the knowledge value of (p= 0.000), the value of traditional dance peer group skills (mean 75), and the results of the FGD with partners making innovation program in mental health posyandu. The conclusion is that traditional dance peer group training in preventing movement disorders for ODGJ can be used as health promotion in mentally healthy posyandu.

Evaluation of Student Peer- and Self-Grading in an Integrated Pharmacotherapy Course

ObjectiveTo determine if student peer- and self-grades correlate with faculty grades on case vignettes. MethodsThis study involved first professional-year students enrolled in an Integrated Pharmacotherapy course. The course included three modified team-based learning (TBL) activities (each consisting of individual and team readiness assurance tests, followed by three open-note case vignettes completed in teams). Each student uploaded completed case vignettes to the learning management system and was assigned to complete a self- and a random, anonymous peer-grade using a provided key. Peer- and self-grades were compared to faculty grades using a null multilevel model to determine the intraclass correlation coefficient (ICC). Faculty time spent grading was captured, and students were surveyed to determine the perceived value of peer- and self-grading. ResultsFaculty- and peer-grades had a slightly higher correlation than faculty- and self-grades (ICC = 0.75 vs 0.73, respectively). The ICC between all three grader groups was 0.74. Faculty spent an average of 2.5 h grading the cases after each TBL session. Students reported spending a median of 36 min on the peer- and self-grades for each TBL session. Overall, students agreed that both the self- and peer-grading activities helped identify gaps in knowledge (90% and 56%, respectively). A total of 78% of students agreed that self-grading was beneficial for their learning. ConclusionThere was a moderate-to-good correlation between peer-, self-, and faculty- grades for case vignettes. Faculty time may be saved through student self- or peer-grading.

OPPORTUNITIES FOR PEDAGOGICAL SUPPORT OF THE PROCESS OF INCREASING THE SOCIAL ACTIVITY OF STUDENTS IN LEARNING ENGLISH

This abstract explores the pedagogical opportunities for enhancing the social activity of students in the context of learning English. In an increasingly interconnected and diverse world, the importance of English proficiency extends beyond linguistic competence it encompasses effective communication, cross-cultural understanding, and the ability to participate actively in social and professional networks. This study delves into the various strategies, methods, and approaches that educators can employ to foster greater social engagement among English language learners. The literature review section of this abstract examines seminal theories such as Vygotskys sociocultural theory and Krashens input hypothesis, emphasizing the pivotal role of social interaction in language acquisition. Additionally, it discusses the influence of technology, including social media and virtual platforms, in reshaping language learning and promoting social activity. The pedagogical strategies section highlights the practical classroom methods to facilitate social engagement, including collaborative learning, group activities, and project-based learning. Creating an inclusive and supportive classroom environment emerges as a crucial factor in encouraging students to engage socially in English learning. Furthermore, this abstract underscores the impact of technology-enhanced learning, addressing the use of online forums, language learning apps, and virtual reality simulations in fostering social interaction among learners. It also considers the significance of cultural awareness and diversity, advocating for multicultural classrooms and culturally relevant content integration to enhance social activity. Assessment and evaluation methodologies for measuring students social activity in English language learning are explored, including rubrics, self-assessment, peer evaluation, and teacher feedback. In conclusion, this abstract highlights the multifaceted nature of pedagogical support in increasing the social activity of students learning English. It calls for a comprehensive and dynamic approach that combines traditional pedagogy with technology, cultural sensitivity, and effective assessment strategies to equip learners with not only language skills but also the social competence needed in a globalized world.

Dinamika Kelompok Dalam Cooperative Learning Model

The cooperative learning model aims to stimulate the growth of student competence from social psychological aspects. The dynamics that emerge in groups allow students to interact optimally in a broader context. The purpose of this article is to explore group dynamics in the cooperative learning model seen from the aspect of student interaction in Islamic Religious Education lessons. The method used is library research in which the process of searching for meaning is generated from various literary sources to produce descriptive data in the form of text and words. The results of this research indicate that in the cooperative learning model, group dynamics are very important to achieve effective learning goals. This also applies in the context of Islamic Religious Education lessons. Group dynamics in cooperative learning include aspects of student interactions, their roles in the group, and the way they collaborate. Several important aspects of group dynamics in Islamic Religious Education learning include; division of roles, discussion, collaboration, inclusive approach, shared responsibility, peer evaluation, facilitator or teacher.

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study

Background and Objective. The pandemic acted as an accelerator for the development of online teaching formats in anatomy and histology worldwide. The authors introduce a bridging program that reinforces the knowledge and understanding of gross and correlative anatomy and histology acquired in a virtual environment in preparation for its future clinical application. The study aims to evaluate the Learning Enhancement in Anatomy Program (LEAP) conducted among first-year medical students at the College of Medicine, University of the Philippines Manila.Methods. This descriptive cross-sectional study aims to determine the initial experience of implementing a learning enhancement program and assess areas for its improvement. An internally validated questionnaire was given to students after the program to gauge students’ reactions (Kirkpatrick Level 1 evaluation). Pre- and post-tests were administered to evaluate knowledge acquisition (Kirkpatrick Level 2 evaluation). Short-term behavioral peer evaluation (Kirkpatrick Level 3 evaluation) was also instituted.Results. One hundred fifty-two (152) students participated in the study. General reactions from students to the LEAP were consistently positive, with a steady majority of the students rating ‘5’ or a ‘Strongly Agree’ to positive statements regarding the program. Higher ratings for more traditional teaching methods, such as cadavers, formalinized specimens, and bones, compared to virtual systems were apparent. However, inter-student variation in preference for teaching modalities was observed. All stations of the LEAP were evaluated satisfactorily, with most gross anatomy stations rated higher than histology stations. A significant increase was noted in the total post-test scores compared to pre-test scores. This improvement in test scores was observed in the anatomy and histology subcategories and in six of the seven organ system modules. Perceived behavioral outcomes were also generally positive.Conclusion. The LEAP is a worthwhile endeavor, garnering overwhelmingly positive reactions and asignificant improvement in test scores. Future studies are necessary to fine-tune teaching and training in ablended learning environment.

Türkiye’de Wattpad Kullanımı Nedenleri

This study was carried out to determine the reasons why users use Wattpad in Turkey. The benefits and harms of Wattpad content and the factors that motivate readers here are important for determining the methods to implement when using this platform. The study was designed as a case study as a qualitative research method. As a data collection instrument, interviews with writers and readers were conducted. Additionally, various documents and a research diary were used. Peer evaluation, member check and role-ordered matrix methods were used to analyze data and create categories. According to the content analysis results, the reasons why users use the Wattpad platform were determined to be the desire to be popular, interaction, ease of use, subjects and language. The reasons for users to use the platform are collected and addressed in the Results section under the headings of sense of belonging and quest for meaning.

Peer feedback and evaluation in undergraduate dental learning.

Peer feedback and evaluation in undergraduate dental learning.

Tasting and consumer demand for wine: do peers and experts matter?

AbstractExpert and peer reviews and popularity are freely available both on the Internet and in printed materials for a variety of food products. Using two experimental studies with non-hypothetical tastings and auctions, we explore the impact of peer tasting popularity, actual peer ratings, and expert ratings on demand for wines consumers can or have tasted. We find that higher own wine ratings are associated with higher willingness to pay (WTP). Morevoer, higher peer and expert rating scores increase consumer WTP for wine even after controlling for the impact of consumers’ own ratings. Observed peer popularity also increases WTP for preferred wines.

Impacts of Social Interactions and Peer Evaluations on Online Review Platforms

ABSTRACT Social technologies on online review platforms enable social interactions among users, such as establishing following relationships and commenting on others’ posts. Although it is well recognized that more socially engaged reviewers tend to be more active and generate content of higher quality, our knowledge about the impact of social interactions on peer evaluations of reviews is limited. To address this issue, we use a unique dataset from a major online review platform and find that, ceteris paribus, reviews posted by more socially engaged users receive more helpfulness votes than those posted by less socially engaged users. Similarly, users tend to vote more for reviews written by their mutual followers than for those written by nonfollowers. In addition, we find that less socially engaged users review a broader range of products and services but are less likely to stay on a platform, which may further contribute to the inflation of peer evaluations (toward online reviews). Our study provides unique empirical evidence regarding the influence of social interactions on review evaluations. Furthermore, we caution researchers and practitioners against utilizing review helpfulness scores as a sole measure for review quality and diagnosticity.

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

This study presents a Bakhtinian analysis of discourse among children with Special Educational Needs and Disorders (SEND) in two elementary classrooms, delving into the complicated interaction of voices and perspectives within their communication. The research investigates how the evaluation of peers provides a contextual backdrop for the voices of children with SEND. Conducted as a longitudinal investigation in an English primary school, data were collected over a three-month period to disclose communication dynamics. Notably, the discourse analysis reveals the use of “hybrid constructions” by students, wherein they skillfully blend adult values with their own viewpoints when discussing peers, thus navigating their positioning vis-à-vis institutional norms and their peers. The central question, “Who is taking the lead in the conversation?” undrapes a rich interchange of voices within each dialog excerpt. This interaction encompasses the speaker’s own voice and resonates with reflections of institutional discourse. Importantly, the analysis elucidates how diverse pedagogic discourses contribute to shaping social relationships between teachers and students, as well as amongst the students themselves. By capturing these multifaceted interactions, this study reveals a paramount conduit through which institutional values are communicated and internalized within the discourse of children with SEND. This focused exploration contributes to a nuanced understanding of how children assimilate external voices while communicating and how they forge connections with peers facing unique learning challenges.

Role of Peer Assessment in Modifying Professional Behavior among Phase 1 Medical Undergraduates: A Prospective Interventional Study

Abstract Background: India’s competency-based medical education curriculum has now included professionalism as a core competency for medical graduates. However, assessing professionalism and interpersonal skills remains challenging. This study explores the impact of peer assessment (PA) on MBBS first-phase students’ professional behavior and its association with gender and academic performance. Methodology: We conducted a prospective interventional study. Over three iterations which were done at the interval of 1 month, each student evaluated six peers using the “Rochester PA tool” comprising 15 standardized items. Statistical analysis employed t-tests, Chi-square tests, analysis of variance, and correlation tests. Results: Hundred and forty students were enrolled and their responses were analyzed. “Unable to answer” responses significantly decreased over time (P < 0.0001), particularly when students did not consider peers as close friends (P < 0.001). PA scores remained stable over three timelines, but in the first and second iterations, females received higher scores for all the factors except for intrapersonal attributes. Academic grades correlated positively with PA scores for work habits, global items, and overall performance but not for interpersonal attributes. Conclusions: This study highlights PA as a valuable training tool for inculcating an understanding of professionalism among medical students in early years of MBBS course. We did not find any improvement in the professional behavior after repeated implementation of PA probably because the gap between the two evaluations was insufficient to bring about noticeable behavioral changes. Further research is required to explore if early introduction of such assessments in medical school can nurture the professional development leading to improvement in the accuracy of later peer evaluations.

Augmented Reality With Authentic GeometryGo App to Help Geometry Learning and Assessments

We developed an Authentic GeometryGo app to help students' application of geometry in authentic contexts through authentic measurements and peer assessments. The study included an experimental group using an Authentic GeometryGo app and a control group using paper-based methods. The results showed that the experimental group outperformed the control group in terms of estimation. Measuring authentic geometry shapes using the app could foster students' estimation. Furthermore, meaningful peer assessments with visual representations in authentic contexts can facilitate the evaluation of peers' work and improve students' geometry understanding. Therefore, we encourage educators to use augmented reality with appropriate learning activities to sharpen students' measurement quality and visual representations by measuring real geometry shapes and applying mathematics knowledge in authentic contexts.

Examining the efficiency of regional university technology transfer in China: A mixed-integer generalized data envelopment analysis framework

In university technology transfer performance assessment, some variables, such as labor and contracts, must be treated as integer-valued variables. Usually, the reference points obtained by the conventional data envelopment analysis (DEA) method are unrealistic when one of the input/output measures is an integer value. As a result, several integer DEA models have been proposed over the last decade. However, these models are based only on self-evaluation. In some cases, when a large gap exists between the best- and worst-performing units, the improvement path based on self-evaluation can be inappropriate. To overcome this issue, we propose a mixed-integer generalized DEA model based on peer evaluation to evaluate the efficiency level of regional university technology transfer in China. A sample of 27 provinces in China from 2008 to 2015 is used in the study. The results reveal that the eastern region, on average, obtained the highest level of efficiency among the three regions in China, whereas the western region presented a poor efficiency level. This is consistent with the current stage of development. Several recommendations are suggested for promoting technology transfer in the western region.

Heterogeneous multi-attribute group decision making based on a fuzzy data envelopment analysis cross-efficiency model

Heterogeneous multi-attribute group decision making (HMAGDM) is a kind of complex decision making problem, which exists widely in reality. The purpose of this paper is to extend data envelopment analysis (DEA) for solving the HMAGDM problems whose attribute values include real numbers, intervals, intuitionistic fuzzy numbers, triangular fuzzy numbers, trapezoidal fuzzy numbers and linguistic variables. For this purpose, a method to HMAGDM based on a fuzzy DEA cross-efficiency model is proposed. In the proposed method, heterogeneous information is uniformly transformed into intervals, which are expressed as variables with unknown parameters. On this basis, a fuzzy DEA cross-efficiency model is established to calculate the individual cross-efficiency intervals of decision making units (DMUs). The model takes into consideration all possible attribute values of each DMU in the intervals, and obtains stable evaluation results through peer evaluation mode and iteration. Then, a maximizing group consensus model is established to calculate the weights of decision makers (DMs). Given the weights of DMs, the individual cross-efficiency intervals can be aggregated into the collective cross-efficiency interval, and DMU can be ranked based on this. An example of supplier selection is presented to illustrate the practicability and effectiveness of the proposed method.

Spatiotemporal evolution and trend prediction of regional water-energy-food-ecology system vulnerability: a case study of the Yangtze River Economic Belt, China.

The vulnerability study of the water-energy-food-ecosystem (WEFE) system in the Yangtze River Economic Belt (YREB) is of great significance for ensuring water, energy, food, and ecological security. In this study, the concept of vulnerability of WEFE systems is explained, and then its mechanism is analyzed. Based on the vulnerability concept of the WEFE system and combined with the pressure-state-response (PSR) framework and the exposure-sensitivity-adaptability (ESA) capacity model, this study constructs an evaluation index system for the vulnerability of the WEFE system. The cross-efficiency data envelopment analysis (CE-DEA) method, which considers both self-evaluation and peer evaluation efficiency, is used to calculate the vulnerability from 2005 to 2020. The spatiotemporal dynamic characteristics are explored using the hot spot analysis and spatial autocorrelation model. The results show that the overall vulnerability of the WEFE system in the YREB has fluctuated and increased during the study period, with a spatial pattern characterized by "high in the middle and low on both sides." Over time, the spatial evolution tends to be centralized and non-equilibrium, forming a relatively independent spatial pattern.

Analysis of teamwork skill development in a flipped civil engineering course

AbstractAs an innovative pedagogy, flipped classroom approach enables instructors to move direct instruction out of class and convert class time to a dynamic learning environment where students engage in teamwork, problem‐solving, and other interactive activities. Previous research has concluded that, when implemented well, flipped learning has the potential not only to increase learning gain but also to improve students’ professional skills such as teamwork, communication, and life‐long learning, which are deemed to be critical in engineering education and practice. This study aimed to examine the development of teamwork skills in a flipped civil engineering course. A sequential mixed‐method approach was adopted to understand students’ attitude toward teamwork, confidence in teamwork, and teamwork skill development. Quantitative data included pre‐ and postcourse surveys and peer evaluation (PE) and self‐evaluation (SE) while qualitative data included focus group interviews. Results indicated that students’ attitudes toward teamwork slightly improved, but it was not statistically significant. Confidence in teamwork, however, significantly improved after being engaged in a semester‐long team project. Teamwork skill development was assessed through four PE and SE conducted after each major project milestone. Findings are discussed and implications for classroom implementations and future research are presented.

Improving geopolitical forecasts with 100 brains and one computer

The ability to accurately predict future events is critical in numerous areas of human life. Past research has shown that human reasoning can usefully predict geopolitical outcomes, but such forecasts are still far from perfect. In the current work, we investigate whether machine learning can help predict whether people’s forecasts are likely to be correct. We rely on data from a geopolitical forecasting contest where participants provided a total of 1530 predictions accompanied by written rationales. We extracted various features (e.g., forecasters’ psychological traits, the linguistic aspects of the rationales, and peer evaluations), trained a machine learning model to predict the accuracy of prediction, and validated it on held-out data. The results showed that the model was able to predict the accuracy of a prediction with excellent accuracy. A theoretical simulation shows that aggregating predictions based on the output of our prediction model can yield highly accurate forecasts. We conclude that combining human intelligence with machine learning algorithms can make the future more predictable.

The Role of Time on Performance Assessment (Self, Peer and Teacher) in Higher Education: Rater Drift

This study aimed to investigate the change in teacher candidates' oral presentation skills over time through self, peer, and teacher assessments using the rater drift method. A longitudinal descriptive research model was used as a quantitative research approach to achieve this aim. The study group consisted of 47 teacher candidates receiving formation education at a state university in the Eastern Anatolia Region and an instructor teaching the course. An analytical rubric was used as a data collection tool to evaluate the candidates' oral presentation skills. The data collection process lasted six weeks in total. Since the performance evaluation process aimed to examine the change over time, the many-facet Rasch model was used. When the findings of the study were examined, it was determined that the rater behavior of teacher candidates had statistically significant differences at the group level over time. It was found that 26 out of 48 peer raters had rater drift in their evaluations. It was also found that the majority of rater drift over time was positive, meaning that evaluators became more generous over time. Another result obtained in the study was that teacher assessment did not show rater drift over time, with similar ratings for six weeks. The study’s findings were discussed with previous studies in the literature, and recommendations were made to researchers.

An Action Research Study of Digital Storytelling Project-Based Course

This study is an action research study of a digital storytelling project-based course. The purpose of this study is to explore the way of implementing a digital storytelling project-based courses in order to make a local improvement rather than making a generalization. This paper reports the procedure of the Multimedia-Assisted English Education course, which was offered to the English language education majors for fifteen weeks in the spring semester in 2020 and its pedagogical effects in terms of the students’ competence both quantitatively and qualitatively. Quantitative and qualitative data collected included students’ general English proficiency test scores (Quick Placement Test, or QPT), virtual class recordings, group activity notes, mind maps, learning journals, student and instructor reflection notes, lecture evaluations, videos of a digital storytelling project, peer evaluations, self assessments, video critiques (Lacy, 2018), transcripts of students conversations (open channels), and core competency surveys conducted at the beginning and end of the semester. Due to the COVID-19, all the classes were delivered online, which made it possible to explore on-line interaction and collaboration among seventeen students in a non-face-to-face situation. In the course of completing a digital storytelling project in a group of 8-9 students, students were reported to enhance collaborative problem-solving and mutual communication competencies.

Values-Based Exercises for the Development of Reading Readiness Skills for Preschool Children

This research paper is being prepared to develop and evaluate materials for the development of reading readiness skills of preschool children with emphasis on values necessary for their wholesome development, to provide readily made reading readiness materials which are beneficial to both the preschool teachers and the learners which they can use anytime in teaching and learning, and to address the dearth of instructional materials that focus on values formation among children as they acquire reading readiness skills. Five (5) peer evaluators and five (5) reading experts were selected to evaluate the values-based exercises for the development of reading readiness skills for preschool children. The responses of the study revealed the acceptability of the selections as to their content, presentation style, interest of pupils, as to whether the exercises are clear, and the development of basic reading skills for pre-school children are appropriate to their ages. The results of the analysis and interpretation of the responses revealed that the materials were found to be suited to the exercises provided for in the different levels.