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

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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.
Original languageEnglish
Number of pages16
JournalJournal of Biological Education
Early online date8 Jun 2016
DOIs
Publication statusE-pub ahead of print - 8 Jun 2016

Keywords

  • peer-assessment
  • numerical problem solving
  • self-assessment
  • mathematical deficiency
  • high school biology

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