New Assessment Forms in Problem-based Learning: The value-added of the students' perspective

By Mien S. R. Segers, Filip Dochy. 2001

271 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/751814c2bc9afa5492e5a5e35c07a76816c770df

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In Education

Citations in the corpus

An inventory of peer assessment diversity (2011, background): “Cheng and Warren 2000 ; Segers and Dochy 2001 ).”
How Much Information?: Effects of Transparency on Trust in an Algorithmic Interface (2016, background): “Surveys found positive student attitudes toward peer grading, but also some concern over the fairness and reliability of peer grades [27, 26, 12, 32].”
Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education (2015, background): “Segers and Dochy (2001) claim that new assessment methods enhance the reflection”
NEW ASSESSMENT MODES WITHIN PROJECT-BASED EDUCATION - THE STAKEHOLDERS (2006, background): “Segers and Dochy (2001) learned that students feel relatively positive towards self- and peer assessment, because it stimulates deep-level thinking and learning, critical thinking and structuring the learning process of the group.”
New Learning Environments and Constructivism: The Students’ Perspective (2006, background): “It should be noted that students’ perceptions are not only based on the actual learning environment, but are also based on their former learning experiences and recent experiences (Segers & Dochy, 2001).”
Students’ conceptions of assessment: Links to outcomes (2008, background): “1997 ; Segers and Dochy 2001 ; Bloxham and West 2004 ).”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “Research results show that educational change only becomes effective if the students’ perceptions are also changed accordingly (Lawness and Richardson 2002; Segers and Dochy 2001).”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, background): “Similarly, Segers and Dochy ( 2001 ) explored undergraduate students' beliefs about self‐assessment in a problem‐based learning environment.”
Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment (2009, unknown): “…assessments) shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic or powerful (Bloxham & West, 2004; Gulikers, Kester, Kirschner, & Bastiaens, in press; Sambell, McDowell, & Brown, 1997; Segers & Dochy, 2001).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, methodology): “Learner-centred methods (Webber 2012) enhance the development of the skills needed for real life, ensuring that the success criteria for education and training are the same as used in practice (Segers and Dochy 2001).”
Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies (2005, background): “Other research has demonstrated that this seems to be particularly true for students’ perceptions of course assessment (Scouller, 1998; Segers & Dochy, 2001 ).”