The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students / 이화의대지
The Ewha Medical Journal
;
: 41-49, 2017.
Article
Dans Coréen
| WPRIM
| ID: wpr-95357
ABSTRACT
OBJECTIVES:
There are several problems which hamper the successful teaching of writing in medical education. To deal with these problems, teachers should be conscious of two general questions; what to teach in writing class for premedical students; and how to utilize the writing class time. This paper examines the value of peer assessment and peer feedback in dealing with those questions.METHODS:
This paper reviews a subject in premedical education, Logical Thinking and Writing, from the perspective of peer assessment and peer feedback.RESULTS:
Students accomplished the learning objectives and they recognized the value of peer assessment and feedback.CONCLUSION:
Peer assessment and peer feedback foster students' participation in class and accelerate the learning process. This strategy reminds students of the fact that they are writing an essay for an audience.
Texte intégral:
Disponible
Indice:
WPRIM (Pacifique occidental)
Sujet Principal:
Étudiant propédeutique médecine
/
Pensée (activité mentale)
/
Écriture
/
Éducation
/
Enseignement médical
/
Propédeutique médecine
/
Rédaction médicale
/
Apprentissage
/
Logique
Limites du sujet:
Humains
langue:
Coréen
Texte intégral:
The Ewha Medical Journal
Année:
2017
Type:
Article
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