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ERIC Number: EJ1137766
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0021-9266
A Simulated Peer-Assessment Approach to Improve Students' Performance in Numerical Problem-Solving Questions in High School Biology
Scott, Fraser J.
Journal of Biological Education, v51 n2 p107-122 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A