During the first five weeks of the semester, a range of activities and discussions took place in order to consider the potential peer assessment procedures.
The author expresses his thanks to the audience in the lectures for their patience and to the organizers of the semester for their invitation.
Students also continue throughout the semester to participate in one or two activities from their first rotation, lending some continuity to the practicum experience.
They had a lot at stake: taking another semester or two or only a brush-up course of remediation.
We have observed in previous experiments that students' motivation to perform in an experiment declines at the very end of the academic semester.
However, a number of important positive results could be observed at the end of the semester.
This article examines transcripts from a semester-long asynchronous discussion between foreign language methodology classes at two different universities.
Nineteen students were assessed for sensitivity to criticism, self-reported motivation, and perceived quality of performance early and late in the semester.
