PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject (original) (raw)
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Web-based peer assessment: feedback for students with various thinking-styles
Journal of Computer Assisted Learning, 2001
This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students. assessment system (NetPeas, Liu et al., 1999). Six anonymous peer reviewers were assigned to mutually assess peers' assignments and provide feedback. The scores and feedback were then sent to the original author who then revised the original assignment based on those peers' feedback. Thus, the web-based peer assessment was formative, anonymous, and asynchronous in nature. Undergraduate students undertake the teachers' role of assessor and feedback provider in addition to their conventional role as learner. These multiple roles require that students exert more effort than in a normal setting.
2019
Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ's in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers' MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one c...
Using Computers to Enhance Peer-assessment Activities: Towards a Flexible e-Assessment System
2009
Since the beginning of the 21 st century, the learning process has changed from being repetitive to a new form of learning based on understanding, independency, learners' empowerment and skills improvement. As a main part of this learning process assessment is no more considered to discriminate between students, rather than it is used to enhance students learning and encourage them for further progress and success. In this new culture of assessment, teachers are no more considered to be knowledge carriers which they had to transfer to students' heads. Instead of that, students play major roles in assessment where new forms of assessment such as self-, and peer-assessment have been adapted. In this paper, we will address an enhanced approach of web-based peerassessment for short free text answers. This approach is supposed to motivate students to participate in the assessment process, provide them with added value learning, as well as to maintain the reliability of the peer-assessment results. An experiment using this webbased system was conducted and valuable results were found.
Testing the Validity of the Post and Vote Model of Web-Based Peer Assessment
Two tests of validity were conducted with undergraduate education students on the post and vote model of Web-based peer assessment. Validity was determined by calculating a Pearson product-moment correlation and corresponding coefficient of determination that compared the average grade assigned by the pre-service teachers with the grade assigned independently by the course instructor. Results of both studies showed that the post and vote model of Web-based peer assessment were valid with these groups, and generalizable to undergraduate classes engaged in similar tasks.
Improving self- and peer assessment processes with technology
Campus-wide Information Systems, 2009
Purpose -As a way of focusing curriculum development and learning outcomes Universities have introduced graduate attributes which their students should develop during the course of their degree. Some of these attributes are discipline specific, others are generic to all professions. The development of these attributes can be promoted by the careful use of self and peer assessment. The authors have previously reported using the self and peer assessment software tool SPARK in various contexts to facilitate opportunities to practise, develop, assess and provide feedback on these attributes. This research and that of the other developers identified the need to extend the features of SPARK, to increase its flexibility and capacity to provide feedback. This paper reports the results of the initial trials to investigate the potential of these new features to improve learning outcomes.
Online peer assessment: helping to facilitate learning through participation
The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways.
A Comparison of Online Peer Assessment and Face-to-face Peer Assessment
Філологічні трактати, 2022
The main objective of this study was to compare students' face-to-face and online peer assessment grades. In the first phase of the study, each student presented their work within a traditional classroom setting. The other students and the instructor provided grades based on a predefined rubric. In the second phase of the study, the same students presented their work within the same traditional classroom setting, however this time students and the instructor provided grades with their smartphones through a Web 2.0 tool. The study used student grades as the independent variable and grading method (face-to-face and online) as the dependent variable. Students' peer assessments were also compared with the instructor's grades to see in which assessment environment students gave instructor-like grades. Several paired t-tests were computed to compare groups. The results indicated that the students' grades in face-to-face format was significantly higher than the students' grades in online setting as well as the instructor's face to face grades. In contrast, students provided instructor-like grades in online peer assessment setting. The study concluded that students give higher grades in face-to-face assessment setting. The most likely reason for this result is the peer pressure that exists in traditional classroom environment.