在MCQ中嵌入同行评估可以提高立即的绩效,但也增加了任务持续时间,但没有提高转移能力.
Jean-François Parmentier1, Kevin Sigayret2, Franck Silvestre3
1IRIT, Université de Toulouse, CNRS, Toulouse INP, IPSA, Toulouse, France.
Frontiers in psychology
|October 17, 2025
概括
在多选题 (MCQ) 中的同行评价提高了立即的表现,但不是长期的学习. 书面反特别有助于表现较差的学生,尽管所有同行评估任务需要更长时间.
科学领域:
- 教育技术的教育技术
- 认知科学 认知科学
背景情况:
- 多选题 (MCQ) 是高等教育和在线培训中评估的可扩展工具.
- 包括评估书面解释在内的同行评价被探索了在异步环境中增强认知参与和学习的方法.
研究的目的:
- 研究同行评价对非同步在线学习环境中的学生认知参与和学习成果的影响.
- 为了比较不同类型的同行评价 (同意评级与书面反) 对MCQ表现和概念理解的影响.
主要方法:
- 一百名科学本科生被随机分配到三个组:标准MCQ,MCQ与同行解释等级,MCQ与书面同行反.
- 参与者完成了实验和转移问题,并记录了完成时间和表现.
主要成果:
- 两组同行评价都显示出显著的立即绩效增长.
- 在同行评价中的书面反特别有利于表现较差的学生.
- 转移问题表现在各组之间没有发现显著差异.
- 随着同行评估,任务持续时间显著增加,特别是在书面反组.
结论:
- 同行评价,特别是通过书面反,可以提高MCQ的立即表现,但不能改善知识的转移.
- 对同行评价的增加时间承诺引发了关于其在时间有限的教育环境中的成本效益的问题.
- 需要进一步的研究来确定从同行评估干预中获得长期效益的条件.
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