A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology

Scott, Fraser J. (2017) A Simulated peer-assessment approach to improve students’ performance in numerical problem-solving questions in high school biology. Journal of Biological Education, 51 (2). pp. 107-122. ISSN 0021-9266

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Abstract

Basic mathematical fluency is a prerequisite for success in a wide array of areas in biology and it has been noted that many students are deficient in this skill. In this paper, the use of a simulated peer-assessment activity is investigated as a method to improve performance in numerical problem-solving questions in high school biology. Additionally, the benefits of using simulated, rather than real, student’s answers in peer-assessment is discussed. The study involved a small cohort of students who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment activity is suitable as a replacement for standard peer-assessment and that students’ attitudes favour the simulated approach.

Item Type:	Article
Uncontrolled Keywords:	Peer-assessment, Self-assessment, Numerical problem-solving, Mathematical deficiency, High school biology
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Schools:	School of Applied Sciences
Depositing User:	Fraser Scott
Date Deposited:	30 Aug 2017 10:31
Last Modified:	28 Aug 2021 15:44
URI:	https://eprints.hud.ac.uk/id/eprint/32648

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