Supplemental Material for Validity and Reliability of Scaffolded Peer Assessment of Writing From Instructor and Student Perspectives

2006 ◽  
Keyword(s):  
Peer Assessment ◽  
Student Perspectives ◽  
Validity And Reliability

PEER ASSESSMENT AT TERTIARY LEVEL

2018 ◽  
Vol 28 (7) ◽  
pp. 2325-2329
Author(s):  
Lulzime Kamberi ◽  
Majlinda Nuhiu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Peer Assessment ◽  
Extended Period ◽  
Teacher Assessment ◽  
Validity And Reliability ◽  
Language And Literature ◽  
Language Classroom ◽  
The University ◽  
Academic Year

Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.

PEER ASSESSMENT AT TERTIARY LEVEL

2018 ◽  
Vol 28 (7) ◽  
pp. 2325-2329
Author(s):  
Lulzime Kamberi ◽  
Majlinda Nuhiu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Peer Assessment ◽  
Extended Period ◽  
Teacher Assessment ◽  
Validity And Reliability ◽  
Language And Literature ◽  
Language Classroom ◽  
The University ◽  
Academic Year

Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.

scholarly journals Dealing with forty students: peer-assessment as an alternative for English teachers in Indonesia

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 78
Author(s):  
Agus Sufyan ◽  
Didin Nuruddin Hidayat
Keyword(s):  
Peer Assessment ◽  
English Teachers ◽  
Teacher Assessment ◽  
Assessment Process ◽  
Validity And Reliability ◽  
Learning Engagement ◽  
Time Efficiency ◽  
Teacher Authority ◽  
Conceptual Paper ◽  
High Possibility

English teachers in Indonesia typically teach in large classroom size, with high possibility to teach more than two classes. When it comes to assessing students’ work, most of them tended to rely on teacher assessment, for it is considered as part of their duties as professional teachers. However, when dealing with students’ work, students may also need superficial and substantial correction and feedback rather than receiving marks only. Nevertheless, to provide those corrections and feedback, English teachers need a considerable amount of time to complete the assessment process; estimated calculation has been provided in this paper. Therefore, this conceptual paper aims to provide an alternative way to assess students’ work through peer assessment. Some benefits and challenges have been discussed to give insights for English teachers in Indonesia. This paper agrees that peer assessment can help teachers regarding time efficiency and help students regarding increased learning engagement. Moreover, English teachers need to pay tackle to some challenges such as shifting from a traditional perspective towards teacher authority and addressing issues of validity and reliability from students’ marking results. This paper suggests that though teachers can minimize their workload, their presence is pivotal in assisting students during the assessment process.

scholarly journals Learning Analytics for Peer-assessment

2017 ◽  
Vol 41 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Blaženka Divjak ◽  
Marcel Maretić
Keyword(s):  
Mathematical Modeling ◽  
Learning Analytics ◽  
Peer Assessment ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Reliability Check

Learning analytics deals with the data that occurs from students' interaction with ICT: collecting data, analyzing and reporting that can influence learning and teaching. Analysis of validity and reliability of assessment lags behind other applications of learning analytics. We present here mathematical modeling of learning analytics for assessment, especially for peer-assessment. In addition, we analyze and categorize students' recognition of advantages and disadvantages of peer-assessment. Finally implementations of reliability check of peer-assessment in Moodle Workshop module are explained.

scholarly journals Validity and Reliability of Peer Assessment Rating Index Measurement Derived from Digital and Plaster Models

2018 ◽  
Vol 8 ◽  
pp. 131-138
Author(s):  
Yew Jia Peh ◽  
Ming Tak Chew ◽  
Hung Chew Wong ◽  
Mimi Yow
Keyword(s):  
Peer Assessment ◽  
Index Score ◽  
Validity And Reliability ◽  
Digital Models ◽  
Limits Of Agreement ◽  
Par Index ◽  
Peer Assessment Rating Index ◽  
Intraexaminer Reliability ◽  
Plaster Models ◽  
Peer Assessment Rating

Aims The aim of the study was to determine the validity and reliability of Peer Assessment Rating (PAR) index score derived from digital and plaster models of the same patient. Subjects and Methods Thirty orthodontic plaster study models were digitalized using the 3Shape R700™ Orthodontic 3D scanner. PAR Index scoring was carried out on both the plaster and digital models by one independent examiner calibrated in the PAR Index. The measurements were repeated at a second sitting. Measurements were made on plaster models with the PAR Index ruler and on digital models with the 3Shape OrthoAnalyzer™ software. Statistical Analysis Used Bland-Altman plots were used to test for validity and intraexaminer reliability. Results For PAR Index score, overjet and overbite component scores, 28 out of 30 measurements were within 95% limits of agreement. Other components of the PAR Index score had all points within 95% limits of agreement. For intraexaminer reliability, digital models had 28 out of 30 measurements and plaster models had 27 out of 30 measurements that were within 95% limits of agreement. Conclusions Digital models are a clinically acceptable alternative to plaster models in the measurement of the PAR Index. Improvement in software design is necessary to attain greater agreement in the measurement of the overjet and overbite components of the PAR index score between plaster and digital models.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

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