Vrstevnické hodnocení ve vysokoškolských matematických předmětech
| Title in English | Peer assessment in university mathematics courses |
|---|---|
| Authors | |
| Year of publication | 2023 |
| Type | Article in Proceedings |
| Conference | Moderní matematické metody v inženýrství |
| MU Faculty or unit | |
| Citation | |
| Web | Odkaz na PDF dokument obsahující sborník |
| Keywords | peer assessment; mathematics; e-learning |
| Description | This paper describes experiences with the introduction of peer assessment in mathematics courses offered at two Brno universities, Masaryk University and Brno University of Technology. Thus, these are two cases that demonstrate the use in different contexts. In the MU Faculty of Education courses, students evaluate written solutions of examples prepared by their classmates, while in the course of the Faculty of Electrical Engineering and Communication Technologies of the BUT, students provide feedback on short video presentations prepared by their classmates on a given topic. The motivation of the instructors to introduce this method of formative assessment was to push students to prepare themselves continuously. The design and implementation took advantage of the functionality of e-learning systems that students at both universities commonly work with. Thanks to feedback from the 2021 to 2023 peer assessment participants, some partial changes were then made to the setup of both activities. In the conclusion of the paper, the authors discuss the pros and cons of the presented forms of peer assessment, the applicability of the concept in university mathematics courses, and the factors that influence the forms and objectives with which teachers may wish to use this type of feedback in their classes. |