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dc.contributor.authorMøllersen, Kajsa
dc.date.accessioned2023-04-25T09:01:34Z
dc.date.available2023-04-25T09:01:34Z
dc.date.issued2023-03
dc.description.abstractPrior knowledge in certain mathematical topics is essential for fundamental understanding of most STEM subjects, and closing the gap from secondary education is a prerequisite for success. The teacher's dilemma in higher education is the time dedicated to teaching secondary level maths versus the course's actual curriculum. To close the knowledge gap for a group of PhD students at the Faculty of Health Sciences at UiT, they were given a set of exercises to solve at home, and then did peer assessment in groups in the classroom. <p> <p>This contribution presents pros and cons of active learning in the form of cooperative formative peer assessment exemplified in a two-hour math seminar. Although both students and teaching staff were positive, there are several risks to be considered. In conclusion, the math seminar succeeded in time-efficient assessment, but the final quality control is missing. The described balance between resources and quality can hopefully spark discussion within the framework of everyday higher education.en_US
dc.descriptionAcademic presentation at the MNT conference, 16.03. - 17.03.23, Stavanger, Norway. The conference was arranged by the University of Stavanger. <p> <p><a href=https://realfagsrekruttering.no/konferanser/mnt-konferansen-2023#om-konferansen>https://realfagsrekruttering.no/konferanser/mnt-konferansen-2023#om-konferansen</a>.en_US
dc.identifier.cristinIDFRIDAID 2142855
dc.identifier.urihttps://hdl.handle.net/10037/29047
dc.language.isoengen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleThe blind leading the blind? Filling the knowledge gap by student peer assessmenten_US
dc.type.versionacceptedVersionen_US
dc.typeConference objecten_US
dc.typeKonferansebidragen_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)