Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Universiteit Utrecht" +contributor:("Pilot, A."). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Universiteit Utrecht

1. Berg, B.A.M. van den. Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen.

Degree: 2003, Universiteit Utrecht

Peer assessment in university teaching: an exploration of useful designs Learning to communicate is an integral part of higher education. Learning to write at an acceptable academic level cannot be isolated from learning the particular discipline content. The acquisition of academic writing is a long-term matter. So, in many curricula, teachers look for proper methods to provide more support to students in developing their writing competency. This research focuses on the contribution of peer assessment to university students' acquisition of writing skills and the finding of an optimal model of peer assessment. Peer assessment is taken to be an arrangement in which students consider the quality of their fellow students' work and in which the assessment is a formative one. The study is a multiple-case study of seven cases, or seven designs of peer assessment. Of these cases are considered, in particular: the execution of peer assessment by students and teachers, the components of peer feedback, the interaction between students during oral peer feedback, students' results and the appreciation of students and teachers of peer assessment. In all, 168 students mainly following the History program of the Faculty of Arts, and nine teachers of the History Department of Utrecht University were involved. From this student group, 131 took part in peer assessment groups and 37 in a control group (with no peer assessment). Data were gathered from questionnaires, semi-structured interviews and observations of classes, students' writing products were collected and all peer feedback. Results indicated that most students complied with the procedure, took the task to assess the work of their fellow students seriously, and used the peer feedback to revise their work. Comparison between the seven designs of peer assessment and their findings lead to conclusions about features of the design supporting the system of peer assessment. A combination of written and oral peer feedback is recommendable, because students tend to concentrate on evaluating the text in their written feedback, whereas in oral peer feedback they ask questions, explain and give suggestions. Advisors/Committee Members: Pilot, A., Admiraal, W.F..

Subjects/Keywords: Sociale Wetenschappen; peer assessment; peer feedback; peer review; peer learning; writing; samenwerkend leren; schrijven; schrijfvaardigheid; schrijfonderwijs; academische vaardigheden

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Berg, B. A. M. v. d. (2003). Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/19174

Chicago Manual of Style (16th Edition):

Berg, B A M van den. “Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen.” 2003. Doctoral Dissertation, Universiteit Utrecht. Accessed January 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/19174.

MLA Handbook (7th Edition):

Berg, B A M van den. “Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen.” 2003. Web. 22 Jan 2020.

Vancouver:

Berg BAMvd. Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2003. [cited 2020 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/19174.

Council of Science Editors:

Berg BAMvd. Peer assessment in universitair onderwijs : een onderzoek naar bruikbare ontwerpen. [Doctoral Dissertation]. Universiteit Utrecht; 2003. Available from: http://dspace.library.uu.nl:8080/handle/1874/19174


Universiteit Utrecht

2. Verstegen, D.M.L. Iteration in instructional design: an empirical study of the specification of training simulators.

Degree: 2004, Universiteit Utrecht

Instructional design and development methods prescribe how specifications for advanced instructional products, such as training simulators, should be designed. In practice, however, the design process is disturbed by many 'pragmatic' factors, such as conflicting constraints, interference from management, personnel changes in design teams and technological progress leading to new possibilities. Prescriptive models recognise the iterative nature of the design process, but they do not prescribe when and how iteration should take place. The empirical studies in this thesis regard the design of training simulator specifications. In these studies all subjects iterate, but the number of iterations varies considerably between subjects and there is no relation with the quality of the resulting designs. Apparently, different design styles -with more or less iteration- can lead to good results. The empirical studies also show that novice instructional designers can be adequately supported by providing systematic design methods in combination with specific measures that help them deal with iteration. Both descriptive studies in the literature and the studies in this thesis show that iteration during the instructional design process is unavoidable and difficult to deal with. Having to iterate is not necessarily bad. On the contrary, iteration can improve the result and there are even indications that truly innovative design requires a good deal of iteration. So what designers need is support to deal with iteration. Developing such support requires more insight into the different reasons for iteration, and more insight into when iteration is desirable and when it is not. Events that can trigger iteration are listed, and a number of measures that can help designers to deal with iteration during the design process is proposed. These measures include explicitly structuring the design process by using systematic methods and defining design cycles, explicitly planning triggers for iteration such as decision points and review moments, specific advice regarding dealing with iteration, and forms of knowledge management that make it easier for designers to iterate. The list of triggers for iteration, and the proposed measures to support iteration provide a common language to discuss iteration in instructional design and can serve as a basis for more research. For practitioners the descriptions of triggers for iteration might be interesting because it can give them more insight into, and grip on, this difficult aspect of their design task. Advisors/Committee Members: Pilot, A., Barnard, Y.F..

Subjects/Keywords: Sociale Wetenschappen; iterative design; iteration; instructional design; design process; support for iteration; specification of instructional products; user requirements for learning means; training simulators; novice designers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Verstegen, D. M. L. (2004). Iteration in instructional design: an empirical study of the specification of training simulators. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/20364

Chicago Manual of Style (16th Edition):

Verstegen, D M L. “Iteration in instructional design: an empirical study of the specification of training simulators.” 2004. Doctoral Dissertation, Universiteit Utrecht. Accessed January 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/20364.

MLA Handbook (7th Edition):

Verstegen, D M L. “Iteration in instructional design: an empirical study of the specification of training simulators.” 2004. Web. 22 Jan 2020.

Vancouver:

Verstegen DML. Iteration in instructional design: an empirical study of the specification of training simulators. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2004. [cited 2020 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/20364.

Council of Science Editors:

Verstegen DML. Iteration in instructional design: an empirical study of the specification of training simulators. [Doctoral Dissertation]. Universiteit Utrecht; 2004. Available from: http://dspace.library.uu.nl:8080/handle/1874/20364


Universiteit Utrecht

3. Jong, J.C. de. Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders.

Degree: 2006, Universiteit Utrecht

In this dissertation I describe my exploration of 'supervisory conferences', held by students and teachers of the Utrecht University. Four cases have been studied, consisting of two or three conversations, taking averagely one hour. Additional interviews were held with students and supervisors separately. The four thesis processes that are studied, take place in different disciplines: social sciences, law studies, science education and liberal arts. The main question of the study is: In what way might which interaction patterns in thesis conferences threaten or advance the efficiency of the thesis process? Former studies indicate not only that many students meet problems when working on a thesis, they also describe the existence of a great variety of definitions, functions, criteria and procedures concerning the thesis process. Moreover, students as well as teachers talk about these aspects in a rather obscure way. Interaction between student writers and supervisors offers an opportunity to clarify (1) good procedures to fulfil several parts of the task, (2) goal and function of activities within the task, and (3) the criteria used in the evaluation of the process and the product. The presupposition in this study is that form and content of the interaction may influence the efficiency of the writing process of the student since this interaction might lead, in a less or more efficient way, to (1) less or more shared cognition about the task and (2) less or more adequate support to the student. Detailed qualitative and quantitative analyses of the conferences show that talking about master theses is a complex task that requires a high amount of cognitive effort and concentration - on the part of the student as well as the supervisor who are speakers, listeners and thinkers during the conversation. The topics themselves are complicated: problems concerning designing, implementing and reporting a scientific research project. Besides, speakers have to deal with unexpected input by the other speaker, and speakers are concerned with defining their roles in the relationship with the other one. In the meantime, the clock keeps ticking. In the conferences I analysed, more than once misunderstandings rise between students and supervisors and agreement is not always established in an efficient way. The risks of confusion and miscommunication seem to grow by a combination of unclear language and speakers communicating from different perspectives, i.e. unshared questions, problems, reasoning or knowledge. Moreover, much of the communicative behaviour of the observed supervisors can be interpreted as connected to their institutional roles as an expert and an assessor (gatekeeper). The supervisors in this study tend to be focused on persuading the student. Thus, they are more likely to be concentrated on sending a convincing message than on the perception of and the reflection upon the response of the receiver. Several examples demonstrate that actors do not investigate efficiently what exactly goes wrong in the interaction and/or… Advisors/Committee Members: Pilot, A., Hoven, P.J. van den, Oost, H.A..

Subjects/Keywords: Sociale Wetenschappen; master thesis; thesis writing; academic skills; supervision; inter-action; conversation; tutoring

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jong, J. C. d. (2006). Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/20308

Chicago Manual of Style (16th Edition):

Jong, J C de. “Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders.” 2006. Doctoral Dissertation, Universiteit Utrecht. Accessed January 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/20308.

MLA Handbook (7th Edition):

Jong, J C de. “Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders.” 2006. Web. 22 Jan 2020.

Vancouver:

Jong JCd. Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2006. [cited 2020 Jan 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/20308.

Council of Science Editors:

Jong JCd. Uitgesproken complex. Interactie tussen scriptieschrijvers en begeleiders. [Doctoral Dissertation]. Universiteit Utrecht; 2006. Available from: http://dspace.library.uu.nl:8080/handle/1874/20308

.