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

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Scott, Fraser J. (2016) A simulated peer-assessment approach to improve students' performance in numerical problem solving questions in high school biology. Journal of Biological Education. ISSN 0021-9266 (https://doi.org/10.1080/00219266.2016.1177571)

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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.

ORCID iDs

Scott, Fraser J. ORCID logoORCID: https://orcid.org/0000-0003-0229-3698;
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