Respondent disengagement from a peer assessment instrument measuring Collaboration Viability

2017 ◽  
Vol 22 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Benjamin Heslop ◽  
Elizabeth Stojanovski ◽  
Simon Iveson ◽  
Jonathan Paul ◽  
Kylie Bailey
Keyword(s):  
Peer Assessment ◽  
Assessment Instrument ◽  
Instrument Measuring ◽  
Measuring Collaboration

scholarly journals The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

2017 ◽  
Vol 07 (03) ◽  
pp. 20-25 ◽  
Author(s):  
Hendro Permadi ◽  
Toto Nusantara ◽  
I. Nengah Parta ◽  
Sisworo Sisworo
Keyword(s):  
Peer Assessment ◽  
Learning Model ◽  
Assessment Instrument

scholarly journals Member Perceptions as a Parsimonious Representation of Collaboration Viability

2018 ◽  
Author(s):  
Benjamin Heslop ◽  
Kylie Bailey ◽  
Jonathan Paul ◽  
Liz Stojanovski
Keyword(s):  
Engineering Students ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Empirical Support ◽  
Assessment Instrument ◽  
First Year ◽  
Rater Bias ◽  
Assessment Data ◽  
Student Responses ◽  
Systems Perspective

The PILAR model provides a dynamical systems perspective on collaboration. Two studies are performed using peer assessment data, both testing empirical support for the five Pillars (prospects, involved, liked, agency, respect) that constitute member’s perceptions of collaboration viability. The first study analyses peer-assessment data collected online from 458 first-year engineering students (404 males; 54 females). A nine-item instrument was inherited from past year’s usage in the course, expanded with four additional items to elaborate upon the agency and liked Pillars. Exploratory factor analysis was conducted on student responses to test whether they thematically aligned to constructs consistent with the five Pillars. As anticipated, twelve of the thirteen items grouped into five components, each aligned with a Pillar, providing empirical evidence that the five Pillars represent perceptions of collaboration. The second study replicated the first study using a retrospective analysis of 87 items included in the Comprehensive Assessment of Team Member Effectiveness (CATME) peer-assessment tool. The associated factor analyses resulted in five components and conceptual alignment of these components with Pillars was evident for three of five CATME components. We recommend a peer-assessment instrument based upon PILAR as potentially more parsimonious and reliable than an extensive list of behaviours, such as employed by CATME. We also recommend including items that target inter-rater bias, which is aligned with the liked Pillar, that instruments such as CATME exclude.

scholarly journals Asesmen Akhlak Mulia: Suatu Model Alternatif Penilaian Pembelajaran Agama

ULUMUNA ◽  
2008 ◽  
Vol 12 (2) ◽  
pp. 225-248
Author(s):  
Siti Muri’ah
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Peer Assessment ◽  
Semantic Differential ◽  
Likert Scale ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
The Real ◽  
Face To Face ◽  
Thurstone Scale

One weakness of akhlak teaching method applied in schools is its teacher centered assessment. Teachers feel as the most well-informed sources about students’ akhlak while teachers’ capability of knowing students’ akhlak comprehensively is limited. Teachers’ chance to meet face-to-face with students is only in the learning process so that teachers’ assessment can not show the real akhlak of their students. Teachers should involve other parties who often associate with students, especially their peers. In addition, assessment instrument used by the teachers should not be limited to examination only. Therefore, comprehensive akhlak assessment is needed. In this writing, I describe alternative method to assess students’ akhlak. With this method, we can assess batiniyah dimensions including willingness, conscience, value and attitude and also lahiriyah dimensions manifested in behaviors. This method applies self and peer assessment by involving students in inter and intra relations. Assessment instruments could be questionnaires, observation and portfolios in likert scale, semantic differential and thurstone scale.

scholarly journals Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school

2019 ◽  
Vol 7 (1) ◽  
pp. 9-19
Author(s):  
Ari Setiawan ◽  
Syarief Fajaruddin ◽  
Dinar Westri Andini
Keyword(s):  
Elementary School ◽  
Construct Validity ◽  
Content Validity ◽  
Rating Scale ◽  
Peer Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Research Subjects ◽  
School Students

Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.

scholarly journals DEVELOPING PERFORMANCE ASSESSMENT INSTRUMENT FOR MEASURING SCIENTIFIC ATTITUDES

2017 ◽  
Vol 1 (1) ◽  
pp. 67-83
Author(s):  
Debi Shinta ◽  
Dadan Rosana
Keyword(s):  
Data Collection ◽  
Performance Assessment ◽  
Junior High School ◽  
Peer Assessment ◽  
Assessment Instrument ◽  
Learning Cycle ◽  
Self Assessment ◽  
Model Learning ◽  
Central Java ◽  
Scientific Attitudes

This study was aimed at developing an instrument of performance assessment based on the 7E learning cycle model and finding out the result of students’ scientific attitude measurement using the instrument. The study was conducted by adapting the Borg and Gall research method. The subjects of this study were students of grade eight of State Junior High School 2 Binangun, Cilacap, Central Java. Data were obtained from:  first, experts’ judgements in determining the content validity of the instrument. Second, scores of the limited field try-out used in determining the reliability of the instrument, data collection instruments in the form of observation sheet, self assessment, and peer assessment. Third, students’ scientific attitudes in field try-out used to show the result of the measurement using the instrument. Findings show that the developed instrument of performance assessment is valid and reliable; and feasible to be used for measuring scientific attittudes, with measurement results in the good category equally for the three data collection instrumentsPENGEMBANGAN INSTRUMEN PENILAIAN KINERJAUNTUK MENGUKUR SIKAP ILMIAHPenelitian ini bertujuan untuk mengembangkan instrumen performance assessment berbasis model learning cycle 7E yang layak digunakan dan mengetahui hasil pengukuran sikap ilmiah menggunakan instrumen yang telah dikembangkan. Penelitian ini dikembangkan dengan adaptasi model Borg and Gall. Subjek uji coba yaitu peserta didik kelas VIII SMP Negeri 2 Binangun, Kabupaten Cilacap, Provinsi Jawa Tengah. Data dalam penelitian ini diperoleh melalui: pertama, penilaian berdasarkan masukan para ahli, untuk menentukan validitas isi instrumen. Kedua, hasil uji coba terbatas untuk menentukan reliabilitas instrumen, instrumen pengumpulan data berupa lembar observasi, penilaian diri, dan penilaian antarteman. Ketiga, data hasil sikap ilmiah peserta didik pada uji coba lapangan digunakan untuk mengetahui hasil pengukuran dengan instrumen yang telah dikembangkan. Instrumen performance assessment berbasis model learning cycle 7E yang dikembangkan dinyatakan valid dan reliabel sehingga layak digunakan serta terbukti dapat digunakan untuk mengukur sikap ilmiah peserta didik dengan hasil ukur pada kategori baik yang setara pada ketiga instrumen pengumpulan data

Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

2019 ◽  
Vol 43 (3) ◽  
pp. 197-200
Author(s):  
Kelly S. Lockeman ◽  
Alan W. Dow ◽  
Autumn L. Randell
Keyword(s):  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Peer Assessment ◽  
Health Professions ◽  
Validity Evidence ◽  
Interprofessional Teams ◽  
Competency Frameworks ◽  
Activity Measures ◽  
Graduating Students ◽  
Measuring Collaboration

Assessing interprofessional skills poses challenges for health professions educators. While competency frameworks define the skills graduating students should possess, they do not provide guidance for assessment. This brief report explores validity evidence for use of peer assessment to assess learners and provide feedback for improvement. The context was an online learning experience for 477 fourth-year students from medicine, nursing, and pharmacy who worked together on small interprofessional teams to care for a virtual geriatric patient. At the end of each case unit, students were given a budget of points to allocate among teammates to assess their communication and interprofessional collaboration. Ratings were averaged to provide learners with feedback about their performance. Scores were normally distributed, did not demonstrate a leniency effect, were moderately correlated with ratings that preceptors assigned to students, and had smaller correlations with knowledge scores and other case activity measures. Findings support budget-based peer assessment as a valid and feasible approach for differentiating between students with high interprofessional competency and those who may be deficient. Further exploration should focus on the longitudinal effect of peer assessment, how it may influence individual learning and team dynamics, and whether it could be used for other assessment purposes.

scholarly journals Kualitas Peer Assessment sebagai Assessment Formatif

2020 ◽  
Vol 8 (2) ◽  
pp. 337
Author(s):  
Siti Rabiatul Adawiyah ◽  
Nofisulastri Nofisulastri
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Assessment Instrument ◽  
Average Score ◽  
Development Research ◽  
Empirical Validity ◽  
Wide Scale ◽  
Preliminary Study ◽  
Is Development ◽  
Limited Testing

This study aims to produce a suitable peer assessment instrument as a formative assessment. This type of research is development research, because it develops a peer assessment instrument. The development of the peer assessment instrument refers to the Borg & Gall development model which includes 10 stages, namely: 1) a preliminary study; 2) planning; 3) development of a product initiation model; 4) reviewing the initiation model of the product; 5) revision; 6) limited trials; 7) revised trial results; 8) wide-scale trials; 9) final product revision; and 10) dissemination. However, in this study only up to stage 8, while stage 9 and stage 10 were not carried out due to time and conditions that did not allow. Expert validation was carried out beforehand before limited testing and wide-scale trials in Class X Madrasah Aliyah An-Najah, Al-Halimy Education Foundation, Sesela, Gunungsari District, West Lombok Regency. The results showed that the logical validity of the peer assessment instrument was very good, with an average score of 3.7. The results of the analysis using the product moment correlation test to determine the empirical validity of the peer assessment showed that the empirical validity of the peer assessment was in the high category (0.94; 0.96; 0.97; and 0.97). Based on the results of the study, it was concluded that peer assessment was of good quality as a formative assessment.

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