Turn-taking test review makes each member's expertise visible, enabling peers to locate and draw on community knowledge¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Asking every student in turn to answer test questions gives instant self-feedback and makes each member's relevant competencies a discoverable resource for the community. → Emad 2016

Evidence¶

Emad 2016¶

Emad, G. R., & Roth, W.-M. (2016). Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education. Instructional Science. https://doi.org/10.1007/s11251-016-9386-9

q2 · i? · qualitative · r2

Ethnographic observation of test-review sessions, e.g. Dan reciting masthead-light ranges by vessel length and earning classmates' cheers, showed awareness of peers' knowledge eased communication; the authors note without the practice these resources "might have remained hidden."

"The practice made visible each member's relevant knowing and competencies, which was used as a resource for the rest of the community."

Discussion¶

Related Claims¶

• Participation in the quasi-community pedagogy was followed by very high success in the certification examination
• Structured Peer Tutoring Outperforms Unstructured — related
• Question prompts improve learning — related
• In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — related