Search results for author:"Keith J. Topping"
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Educational Psychology Vol. 25, No. 6 (December 2005) pp. 631–645
Developments in forms of peer learning 1981-2006 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, together with questions of implementation integrity and...
Learning and Instruction Vol. 20, No. 4 pp. 339–343
Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. Strengths and weaknesses of each study are considered...
Reading Psychology Vol. 36, No. 4 (2015) pp. 350–387
Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension...
Computer-Assisted Assessment of Practice at Reading: A Large Scale Survey Using Accelerated Reader Data
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 15, No. 3 (1999) pp. 213–31
Explores the relationship between practice at reading, student reading performance, and organizational features using data from a computer-assisted student self-assessment of reading comprehension program (The Accelerated Reader). Finds student...
Learning, Media and Technology Vol. 33, No. 3 (September 2008) pp. 221–234
Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which...
Educational Technology Research and Development Vol. 66, No. 5 (2018) pp. 1119–1139
The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students'...
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 15, No. 3 (1999) pp. 197–211
A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than...
Andrew Kenneth Tolmie; Keith J. Topping; Donald Christie; Caroline Donaldson; Christine Howe; Emma Jessiman; Kay Livingston; Allen Thurston
Learning and Instruction Vol. 20, No. 3 pp. 177–191
There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme...