History: uwrif Discussion

+ ~~green:(Xavi)~~

+ ^Owens assumed that if students found interesting information about science on the

+ with the mathematics or science (Cohen & Ball, 1990; Edelson, 1998). __Yet, research suggests, and this study confirms, that a task or problem is neither motivating nor engaging except through its enactment by teachers and students in the classroom text__(Blumenfeld, 1992; Doyle & Carter, 1984; Edelson, 2001).^

+ ^Motivation: Experiencing the Need for New Knowledge. __The rst step in learning for use is recognizing the need for new knowledge. This recognition, which need not be conscious, occurs when one comes up against a limitation or gap in one's knowledge__ (Schank, 1982; Berlyne, 1966). According to Schank (1982), reaching the limits of one's knowledge has two effects.

+ Whereas this step in the LfU model is called motivate, this phase is only concerned with a small portion of what is normally thought of as motivation in education. In this context, I am using motivate to refer to a specic type of motivationthe motivation to acquire specic skills or knowledge within a setting in which the student is already reasonably engaged. Addressing the broader motivational challenges of engaging students in schooling are critical to, but beyond the scope of, the LfU model.^

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+ Some researchers already introduced a mid-term feed-back in their classes to improve the quality and effectiveness of their teaching (Diamond 2004). We deployed a similar design with one student self-assessment with integrated tutor feedback is one efficient means of helping
+ students overcome unrealistic expectations and focus on their achievement rather than on
+ the input required to produce their work.
+ or more mid-term feedback meetings with the whole class. In our case, we had student learning in the focus point of this design instead of lecturers teaching strategy.
+ ~~green:(o algo així)~~
+ -==-
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+ ~~green:De: Taras 2003~~
+ ^Furthermore, discussion and questions on criteria revealed that students’ expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.^
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+ Our results show that "in time" feedback over student progress on their activities is crucial for the academic yield of their time invested, which is assumed to represent an estimate of their effective learning.
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+ Other authors also pointed out the importance of the tutor feedback, prior to grading of their product from learning activities, on their perception of the usefullness of the pedagogic strategy deployed. Thus, Taras (2003) showed in self-assessment cases of study, that students found more usefull the selfassessment which included previous staff feedback as an integral part, than the self-assessment which didn't include it.
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+
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+ ~~green:De: Taras 2003~~
+ ^
+ The research was also useful in that data collected on student perceptions of
+ assessment criteria showed that students’ expectations of their grades are closely related
+ to the amount of time and effort which they have invested in their work. This is external
+ to the actual standard of their work and their awareness of this. This could be a
+ potentially dangerous situation for two reasons. Firstly, it can distort students’ expecta-
+ tions, particularly of their grades, and therefore lead to disappointment (Black & Wiliam,
+ 1998). Secondly, it can lead to dissatisfaction and impact negatively on their opinion and
+ view of the programme. Both of these can cause a decrease in student motivation, which
+ could lead to poorer learning and results. It is therefore suggested that carrying out
+ student self-assessment with integrated tutor feedback is one efficient means of helping
+ students overcome unrealistic expectations and focus on their achievement rather than on
+ the input required to produce their work.
+ ^
+
+ -==-
+
+ ~~green:De: Bull 1999. Parlant sobre Avaluació amb l'asistència d'ordinadors, des del punt de vista del professorat~~
+ ^
+ The time savings of electronic marking are clearly important but need to be offset against the time invested in writing challenging and effective questions, meaningful feedback and structuring appropriate tests. In addition there may be the need to master software and liase with necessary support staff to enable efficient delivery of the assessment.
+ ^