Peer conferences in calculus: the impact of systematic training

Assessment and Evaluation in Higher Education

Volumn 42, Issue 1, 2017, Pages 1-17

  Reinholz, Daniel ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

calculus; feedback; peer assessment; reflection

Indexed keywords

EID: 84939212849     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2015.1077197     Document Type: Article

References (30)

1. A.Bandura, 1997. Self-efficacy:The Exercise of Control. New York:Freeman.
2. E.C.Berg, 1999. “The Effects of Trained Peer Response on ESL Students’ Revision Types and Writing Quality.” Journal of Second Language Writing 8 (3):215–241. doi:10.1016/S1060-3743(99)80115-5.
3. P.Black, C.Harrison, and C.Lee. 2003. Assessment for Learning:Putting It into Practice. Maidenhead:Open University Press.
4. P.Black, and D.Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education:Principles, Policy & Practice 5 (1):7–74.10.1080/0969595980050102
5. P.Black, and D.Wiliam. 2009. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability 21 (1):5–31.10.1007/s11092-008-9068-5
6. J.Boaler, and J.G.Greeno. 2000. “Identity, Agency, and Knowing in Mathematics Worlds.” In Multiple Perspectives on Mathematics Teaching and Learning, edited by J.Boaler, 171–200. Westport, CT:Ablex Publishing.
7. R.Butler, 1988. “Enhancing and Undermining Intrinsic Motivation:The Effects of Task-involving and Ego-involving Evaluation on Interest and Performance.” British Journal of Educational Psychology 58 (1):1–14.10.1111/j.2044-8279.1988.tb00874.x
8. M.T.H.Chi, N.De Leeuw, M.H.Chiu, and C.LaVancher. 1994. “Eliciting Self-explanations Improves Understanding.” Cognitive Science 18 (3):439–477. doi:10.1016/0364-0213(94)90016-7.
9. M.T.H.Chi, S.A.Siler, H.Jeong, T.Yamauchi, and R.G.Hausmann. 2001. “Learning from Human Tutoring.” Cognitive Science 25 (4):471–533.10.1207/s15516709cog2504_1
10. P.Cobb, A.Boufi, K.McClain, and J.Whitenack. 1997. “Reflective Discourse and Collective Reflection.” Journal for Research in Mathematics Education 28 (3):258–277.10.2307/749781
11. D.R.Dounas-Frazer, and D.L.Reinholz. Forthcoming. Attending to Lifelong Learning Skills Through Guided Reflection in a Physics Class. http://arxiv.org/abs/1503.01788.
12. N.Falchikov, 2005. Improving Assessment through Student Involvement:Practical Solutions for Aiding Learning in Higher and Further Education. New York:Routledge.
13. E.A.Forman, D.E.McCormick, and R.Donato. 1997. “Learning What Counts as a Mathematical Explanation.” Linguistics and Education 9 (4):313–339.10.1016/S0898-5898(97)90004-8
14. G.Harel, and L.Sowder. 2007. “Toward Comprehensive Perspectives on the Learning and Teaching of Proof.” Second Handbook of Research on Mathematics Teaching and Learning 2:805–842.
15. J.Hattie, and H.Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1):81–112. doi:10.3102/003465430298487.
16. J.Herman, S.Epstein, S.Leon, D.L.T.Matrundola, S.Reber, and K.Choi. 2014. “Implementation and Effects of LDC and MDC in Kentucky Districts.” CRESST Policy Brief No. 13. Los Angeles:University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
17. J.Lave, 1996. “Teaching as Learning, in Practice.” Mind, Culture, & Activity 3 (3):149–164.
18. T.Lombrozo, 2006. “The Structure and Function of Explanations.” Trends in Cognitive Sciences 10 (10):464–470. doi:10.1016/j.tics.2006.08.004.
19. H.Min, 2006. “The Effects of Trained Peer Review on EFL Students’ Revision Types and Writing Quality.” Journal of Second Language Writing 15 (2):118–141.10.1016/j.jslw.2006.01.003
20. C.M.Mueller, and C.S.Dweck. 1998. “Praise for Intelligence Can Undermine Children’s Motivation and Performance.” Journal of Personality and Social Psychology 75 (1):33–52.10.1037/0022-3514.75.1.33
21. D.Nicol, A.Thomson, and C.Breslin. 2014. “Rethinking Feedback Practices in Higher Education:A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1):102–122. doi:10.1080/02602938.2013.795518.
22. A.Ramaprasad, 1983. “On the Definition of Feedback.” Behavioral Science 28 (1):4–13. doi:10.1002/bs.3830280103.
23. D.L.Reinholz, 2015a. “Peer-assisted Reflection:A Design-based Intervention for Improving Success in Calculus.” International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-015-0005-y.
24. D.L.Reinholz, 2015b. “The Assessment Cycle:A Model for Learning Through Peer Assessment.” Assessment & Evaluation in Higher Education 1–15. doi:10.1080/02602938.2015.1008982.
25. D.L.Reinholz, Forthcoming. Capturing Changes in Calculus Explanations Supported by Peer Review.
26. D.R.Sadler, 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2):119–144. doi:10.1007/BF00117714.
27. A.H.Schoenfeld, 1985. Mathematical Problem Solving. New York:Academy Press.
28. H.Smith, A.Cooper, and L.Lancaster. 2002. “Improving the Quality of Undergraduate Peer Assessment:A Case for Student and Staff Development.” Innovations in Education and Teaching International 39 (1):71–81.10.1080/13558000110102904
29. K.J.Topping, 2009. “Peer Assessment.” Theory into Practice 48 (1):20–27.10.1080/00405840802577569
30. M.Walker, 2015. “The Quality of Written Peer Feedback on Undergraduates’ Draft Answers to an Assignment, and the Use Made of the Feedback.” Assessment & Evaluation in Higher Education 40 (2):232–247. doi:10.1080/02602938.2014.898737.