Jaclyn Broadbent

Posición

Senior Lecturer

Department

School of Psychology

Campus

Melbourne Burwood Campus
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Jan-Willem Strijbos

Jan-Willem Strijbos is a Full Professor of the Department of Educational Sciences at the University of Groningen in the Netherlands. He received his Masters degree from the Radboud University Nijmegen in 1999 and the PhD degree (with honors) from the Open University of the Netherlands in 2004. From 2005 to 2010, he was a postdoctoral researcher and Assistant Professor in the Institute for Child and Education Studies at the Leiden University. From 2011 to 2016, he was a Professor of the Department of Psychology at the Ludwig-Maximilians-Universität München in Germany.

He is currently a coordinator of the Special Interest Group 1 (“Assessment & Evaluation”) of EARLI. He is a member of the Scientific Board for Computers in Human Behavior and edited special issues on topics such as “CSCL methodology” (Learning and Instruction, 2007), “peer assessment” (Learning and Instruction, 2010), and “roles in CSCL” (Computers in Human Behavior, 2010). He also edited the third volume in the Springer CSCL series, What We Know about CSCL (2004). His research focuses on the design, implementation, and effectiveness of interactive learning practices (collaborative learning, peer assessment and feedback, learning communities) in physical and virtual settings.

Gavin Brown

Prof Brown is the Director of the Quantitative Data Analysis and Research Unit in the Faculty of Education and Social Work. He is an Affiliated Professor, in Applied Educational Sciences, at Umea University, Sweden and an Honorary Professor, in Curriculum & Instruction, at the Education University of Hong Kong.

Dr Brown has been in academic positions since 2005 at the University of Auckland and the Hong Kong Institute of Education. Prior to that he was a standardised test developer for NZCER and Auckland UniServices; he was the Senior Project Manager for the Assessment Tools for Teaching and Learning (asTTle) project. After completing teacher training in Montreal Canada, Gavin worked in NZ for 13 years as a tutor of ESOL and as a high school teacher of English and ESOL.

Tijs Rotsaert

My research interest is on formative and sustainable feedback practices within higher and secondary education.

In my PhD project on face-to-face peer assessment practices with the use of Mobile Response Technology, I focus on the conditions under which face-to-face peer assessment practices can best be implemented.
In these contexts, I focus on the effect of anonymity on interpersonal variables between students. Additionally the role of the teacher within these peer assessment practices will be explored.

Anders Jönsson

Professor of Education

Research interest

Classroom assessment, formative assessment, self-regulated learning, social moderation, grading, & national testing.

About me

I work as a Professor of Education at Kristianstad University in Sweden.

My main research interest is in different aspects of classroom assessment, both for formative and summative purposes.

I have a background as a teacher in science and mathematics, but have been involved in educational research since 2003 when I started working with my Ph.D. project. During my first years as a researcher I worked with assessments within professional education, such as dental education and teacher education. My current position is in a science department, working with projects relating to science education research and teacher education.

Efectos de la co-creación de rúbricas sobre el rendimiento académico, autorregulación y autoeficacia

  • Universidad Francisco de Vitoria – III Convocatoria de Ayudas a la Innovación y Mejora Docente 2017
  • Investigador principal: Juan Fraile

El objetivo de este proyecto es explorar los efectos de la co-creación de rúbricas sobre el aprendizaje, la autorregulación y la autoeficacia. La gran novedad es que, si bien se emplean los anteriores cuestionarios para medir ciertas variables, se usan protocolos en voz alta donde los grupos de estudiantes nos ayudarán a entender cómo se desarrollan las tres fases de la autorregulación del aprendizaje (planificación, monitorización y autoevaluación). Es decir, desde el momento inicial que reciben la rúbrica y según van avanzando en la realización del trabajo hasta su entrega. Asimismo, se pretenden identificar las diferencias que pueda producir la creación de las rúbricas empleadas con el docente.