Developing Student Mentor Self-Regulation Skills through Formative Feedback: Rubric Development Phase

Autor/inn/en	Hammill, Jackie; Best, Gill; Anderson, Jennifer
Titel	Developing Student Mentor Self-Regulation Skills through Formative Feedback: Rubric Development Phase
Quelle	In: Journal of Peer Learning, 8 (2015), S.48-58, Artikel 6 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2200-2359
Schlagwörter	Mentors; Professional Development; Affective Behavior; Cognitive Development; Feedback (Response); Interviews; Workshops; Observation; Supervisors; Role; Reflection; College Students; Foreign Countries; Metacognition; Program Descriptions; Computer Mediated Communication; Student Attitudes; Scoring Rubrics; Task Analysis; Australia + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Interviewing; Interviewtechnik; Lernwerkstatt; Schulung; Beobachtung; Rollen; Collegestudent; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computerkonferenz; Schülerverhalten; Scoring formulas; Auswertungsbogen; Aufgabenanalyse; Australien
Abstract	Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University, learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/ajpl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01