What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context

2020 ◽  
pp. 1-16
Author(s):  
Ying Zhan
Keyword(s):  
Critical Thinking ◽  
Peer Assessment ◽  
Online Peer Assessment ◽  
What Matters

The Power of Giving Feedback: Outcomes from Implementing an Online Peer Assessment System

2014 ◽  
Vol 31 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fred Phillips
Keyword(s):  
Peer Assessment ◽  
Individual Case ◽  
Assessment System ◽  
Financial Accounting ◽  
Writing Assignments ◽  
Quality Feedback ◽  
Course Work ◽  
Case Writing ◽  
Online Peer Assessment ◽  
Giving Feedback

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

An Adaptive Mechanism for Author-Reviewer Matching in Online Peer Assessment

2010 ◽  
pp. 109-126
Author(s):  
Ioannis Giannoukos ◽  
Ioanna Lykourentzou ◽  
Giorgos Mpardis ◽  
Vassilis Nikolopoulos ◽  
Vassili Loumos ◽  
...  
Keyword(s):  
Peer Assessment ◽  
Adaptive Mechanism ◽  
Online Peer Assessment

scholarly journals Arcabouço de Formação de Pares para Online Peer Assessment

2019 ◽  
Author(s):  
Leonam Oliveira ◽  
Wellton Costa de Oliveira ◽  
Selma Santos Rosa ◽  
Andrey Pimentel
Keyword(s):  
Peer Assessment ◽  
Online Peer Assessment

scholarly journals Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Project Performance ◽  
Project Based Learning ◽  
Group Project ◽  
Introductory Course ◽  
Confounding Variables ◽  
Different Types ◽  
Professional Assessment ◽  
Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

scholarly journals Does anonymity matter? Examining quality of online peer assessment and students’ attitudes

2020 ◽  
Author(s):  
Michiko Kobayashi
Keyword(s):  
Preservice Teachers ◽  
Student Engagement ◽  
Peer Assessment ◽  
Necessary Condition ◽  
Negative Statements ◽  
Students Attitudes ◽  
Online Peer Assessment ◽  
Blended Course ◽  
Us University

The study investigated the effects of anonymity on online peer assessment and compared three different conditions. Fifty-eight preservice teachers at a mid-size US university engaged in a series of online peer assessments during fall 2017. Peer assessment was embedded in a blended course as a required asynchronous activity using the Canvas learning management system. Students were randomly assigned to three different peer assessment conditions: anonymous, partially anonymous, and identifiable. They were asked to provide feedback comments and rate the quality of peers’ work. The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through the number of words and negative statements. At the end of the semester, a survey that included a 5-point Likert scale and several open-ended questions was also distributed to analyse students’ perceptions about peer assessment and anonymity. The results indicate that although students prefer anonymity, it may not be a necessary condition for increasing student engagement.

scholarly journals Pengaruh self dan peer assessment pada materi ekosistem terhadap berpikir aplikatif dan kritis siswa SMA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Rachmi Nurhardini
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Peer Assessment ◽  
Group Discussion ◽  
Teacher Assessment ◽  
Senior High School ◽  
Control Group ◽  
Cluster Sampling ◽  
Group Design ◽  
Experimental Group

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem terhadap: (1) berpikir aplikatif dan (2) berpikir kritis siswa di SMA Negeri 2 Magelang. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-postest with nonequivalent control group design. Populasi adalah siswa kelas X IPA SMA Negeri 2 Magelang. Sampel  ditentukan menggunakan teknik cluster sampling. Kelompok eksperimen diberi perlakuan penerapan self dan peer assessment, kelompok kontrol diberi penilaian guru. Teknik pengumpulan data yang digunakan adalah tes, self dan peer assessment, wawancara serta observasi. Data dianalisis dengan ANCOVA. Hasil penelitian menunjukkan bahwa (1) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem tidak berpengaruh secara  signifikan terhadap berpikir aplikatif, dan (2) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem berpengaruh positif terhadap berpikir kritis.Kata Kunci:  self dan peer assessment, berpikir aplikatif dan berpikir kritis THE EFFECT OF SELF AND PEER ASSESSMENT ON ECOSYSTEM MATERIAL ON THE APPLICATIVE AND CRITICAL THINKING OF STUDENT OF STATE SENIOR HIGH SCHOOL  AbstractThis study aims to know the effect of self and peer assessment application in group discussion method on ecosystem material on: (1) the applicative thinking  and (2) the critical thinking of the students of State Senior High School 2 in Magelang. This research was a quasi experiment using the pretest-posttest with non-equivalent group design. The population comprised class X science students of X State Senior High School 2 in Magelang. A sample was established using the cluster random sampling technique. The two classes were assigned as an experimental group and control group. The students of the experimental group were taught using the self and peer assessment application, and the students in the control group were taught using the teacher assessment. The data were collected through a test, self and peer assessment, interview, and observation technique. The data were analyzed by ANCOVA. The results of the study show that (1) self and peer assessment application in group discussion about ecosystem materials does not significantly affect the students’ applicative thinking and (2) self and peer assessment application in group discussion about ecosystem materials significantly affects the students’ critical thinking.Keywords: Self and peer assessment, application thinking and critical thinking

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

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