Implementation of educational sequences based on peer assessment for learning key concepts of statistics

This article presents the results of applying an educational sequence implemented with technological support on an LMS and focused on peer assessment that was designed specifically to address key concepts in statistics with first-year undergraduate students. Individualized information is available f...

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Autores: Pons Fanals, Ernest, Cano García, Elena
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/227629
Acceso en línea:https://hdl.handle.net/2445/227629
Access Level:acceso abierto
Palabra clave:Aprenentatge
Estadística
Educació superior
Learning
Statistics
Higher education
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spelling Implementation of educational sequences based on peer assessment for learning key concepts of statisticsPons Fanals, ErnestCano García, ElenaAprenentatgeEstadísticaEducació superiorLearningStatisticsHigher educationThis article presents the results of applying an educational sequence implemented with technological support on an LMS and focused on peer assessment that was designed specifically to address key concepts in statistics with first-year undergraduate students. Individualized information is available for a total of n=232 students to support the empirical conclusions that are drawn. Based on the comparison of the peer assessments and the academic performance obtained in the two previous academic years in which a different methodology was applied, differential effects are found in the quality of the assignments presented. This, together with the perception of the learning by the students, suggests the incorporation of peer assessment processes in future curricular design.Omnia Science2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/227629Articles publicats en revistes (Economia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3926/jotse.2341Journal of Technology and Science Education, 2024, vol. 14, num.2, p. 438-452https://doi.org/10.3926/jotse.2341cc-by (c) Pons Fanals, Ernest et al., 2024http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2276292026-05-27T06:46:51Z
dc.title.none.fl_str_mv Implementation of educational sequences based on peer assessment for learning key concepts of statistics
title Implementation of educational sequences based on peer assessment for learning key concepts of statistics
spellingShingle Implementation of educational sequences based on peer assessment for learning key concepts of statistics
Pons Fanals, Ernest
Aprenentatge
Estadística
Educació superior
Learning
Statistics
Higher education
title_short Implementation of educational sequences based on peer assessment for learning key concepts of statistics
title_full Implementation of educational sequences based on peer assessment for learning key concepts of statistics
title_fullStr Implementation of educational sequences based on peer assessment for learning key concepts of statistics
title_full_unstemmed Implementation of educational sequences based on peer assessment for learning key concepts of statistics
title_sort Implementation of educational sequences based on peer assessment for learning key concepts of statistics
dc.creator.none.fl_str_mv Pons Fanals, Ernest
Cano García, Elena
author Pons Fanals, Ernest
author_facet Pons Fanals, Ernest
Cano García, Elena
author_role author
author2 Cano García, Elena
author2_role author
dc.subject.none.fl_str_mv Aprenentatge
Estadística
Educació superior
Learning
Statistics
Higher education
topic Aprenentatge
Estadística
Educació superior
Learning
Statistics
Higher education
description This article presents the results of applying an educational sequence implemented with technological support on an LMS and focused on peer assessment that was designed specifically to address key concepts in statistics with first-year undergraduate students. Individualized information is available for a total of n=232 students to support the empirical conclusions that are drawn. Based on the comparison of the peer assessments and the academic performance obtained in the two previous academic years in which a different methodology was applied, differential effects are found in the quality of the assignments presented. This, together with the perception of the learning by the students, suggests the incorporation of peer assessment processes in future curricular design.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/227629
url https://hdl.handle.net/2445/227629
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3926/jotse.2341
Journal of Technology and Science Education, 2024, vol. 14, num.2, p. 438-452
https://doi.org/10.3926/jotse.2341
dc.rights.none.fl_str_mv cc-by (c) Pons Fanals, Ernest et al., 2024
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Pons Fanals, Ernest et al., 2024
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Omnia Science
publisher.none.fl_str_mv Omnia Science
dc.source.none.fl_str_mv Articles publicats en revistes (Economia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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