A challenge in teaching scientific communication: academic experience does not improve undergraduates’ ability to assess their or their peers’ writing-Reference-Cited by-同舟云学术

A challenge in teaching scientific communication: academic experience does not improve undergraduates’ ability to assess their or their peers’ writing

Published:2020-09-07 Issue:5 Volume:46 Page:809-820
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Biango-Daniels Megan¹^ORCID,Sarvary Mark²^ORCID

Affiliation:

1. Plant Pathology and Plant-Microbe Biology, Cornell University, Ithaca, NY, USA

2. Department of Neurobiology and Behavior, Investigative Biology Teaching Laboratories, Cornell University, Ithaca, NY, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2020.1812512

Reference28 articles.

1. Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

2. Scientific Literacy: What Is It, Are We Teaching It, and Does It Matter?

3. Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

4. Student Performance along Axes of Scenario Novelty and Complexity in Introductory Biology: Lessons from a Unique Factorial Approach to Assessment

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