- Denver, Colorado, United States
Daniel Reinholz
University of California, Berkeley, Graduate School of Education, Graduate Student
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Abstract: Mathematics education designers and researchers are beginning to appreciate the pedagogical potential of embodied interaction (EI) instructional activities, yet little theory is available to understand its historical roots,... more
Abstract: Mathematics education designers and researchers are beginning to appreciate the pedagogical potential of embodied interaction (EI) instructional activities, yet little theory is available to understand its historical roots, sociocognitive mechanisms, and implementation practice. We draw on empirical data (n= 22) from a Grades 4-6 EI interview-based exploratory design for proportionality that involved" What's-my-rule?" remote-controlling of virtual objects on a computer display. Students were guided to reinvent mathematical ...
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Introductory college calculus students in the United States engaged in an activity called Peer-Assisted Reflection (PAR). The core PAR activities required students to: attempt a problem, reflect on their work, conference with a peer, and... more
Introductory college calculus students in the United States engaged in an activity called Peer-Assisted Reflection (PAR). The core PAR activities required students to: attempt a problem, reflect on their work, conference with a peer, and revise and submit a final solution. Research was conducted within the design research paradigm, with PAR developed in a pilot study, tried fully in a Phase I intervention, and refined for a Phase II intervention. The department’s uniform grading policy highlighted dramatic improvements in student performance due to PAR. In Phase II, the department-wide percentage of students (except for the experimental section) who received As, Bs, and Cs in calculus 1, compared to Ds, Fs, and Ws (withdrawal with a W but no grade on a transcript), was 56%. In the experimental section, 79% of students received As, Bs, and Cs, a full 23% increase. Such increased success has rarely been achieved (the Emerging Scholars Program is a notable program that has done so.)
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This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This... more
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities.