الدمج بین التقویم الذاتى وتقویم الأقران والتغذیة الراجعة فى التعلم القائم على الویب وأثره على تنمیة مهارات تصمیم الأنشطة التعلیمیة الالکترونیة لدى طلاب الدراسات العلیا بکلیة التربیة The integration of self-assessment, peer assessment and feedback in web-based learning and its impact on the development of e-activities design skills among post

2018 ◽  
Vol 28 (3) ◽  
pp. 245-314
Author(s):  
محمد عبد الرازق شمه
Keyword(s):  
Peer Assessment ◽  
Self Assessment ◽  
Web Based ◽  
Web Based Learning ◽  
Design Skills

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

Web-Based Teaching Tool Incorporating Peer Assessment and Self-Assessment: Example of Aligned Teaching

2010 ◽  
Vol 194 (1) ◽  
pp. W56-W59 ◽  
Author(s):  
Fintan J. McEvoy ◽  
Peter M. McEvoy ◽  
Eiliv L. Svalastoga
Keyword(s):  
Peer Assessment ◽  
Teaching Tool ◽  
Self Assessment ◽  
Web Based

PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject

2018 ◽  
Vol 17 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Piers D. L. Howe ◽  
Meredith McKague ◽  
Jason M. Lodge ◽  
Anthea G. Blunden ◽  
Geoffrey Saw
Keyword(s):  
Educational Technology ◽  
Student Learning ◽  
Learning Process ◽  
Testing Effect ◽  
Self Assessment ◽  
Final Exam ◽  
Web Based ◽  
Web Based Learning ◽  
Second Year ◽  
Assessment Questions

Testing can do more than just determine what a student knows; it can aid the learning process, a phenomenon known as the testing effect. There is a growing trend for students to create and share self-assessment questions in their subject, as advocated by the contributing-student pedagogy (CSP). For subjects with large enrolments, this process can be facilitated by educational technology. PeerWise is an example of such technology. It is free, web-based software that allows students to author, share, answer, and provide feedback on multiple-choice quizzes in a collaborative and constructivist fashion. While it is popular, it is unclear to what degree it facilitates student learning. To evaluate its effectiveness, we introduced PeerWise into a second-year psychology subject. We measured the extent to which it increased scores in the final exam. We found that PeerWise did significantly increase exam scores, so was a useful learning aid.

scholarly journals Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

2021 ◽  
Vol 11 (5) ◽  
pp. 211
Author(s):  
Juan Carlos Mosquera Feijóo ◽  
Fernando Suárez ◽  
Isabel Chiyón ◽  
Marcos García Alberti
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Peer Assessment ◽  
Open Educational Resources ◽  
Learning Approaches ◽  
Learning Abilities ◽  
Web Based ◽  
First Semester ◽  
Physical Constraints ◽  
Web Based Learning

The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching physical constraints. This study aimed to appraise the outcomes from the implementation of various web-based, learning-aid tools on flipped teaching approaches in engineering modules. The open educational resources (OER) performed satisfactorily during the lockdown period in three universities from two countries with similar higher education models. Such resources encompassed classroom response systems and web-based exercise repositories, designed for diverse purposes such as autonomous learning, self-correction, flipped classroom, peer assessment, and guided study. The acquired experiences reveal that OER helped students to enhance their engagement, reach the deeper levels of the cone of learning, and widen their range of learning abilities. This procedure is easily attainable for architecture, engineering, and construction (AEC) courses and lifelong learning settings. Feedback from students, instructors’ perceptions, and learning outcomes show the suitability and effectiveness of the web-based learning assistant procedure presented here.

Evaluating Proposals for Experiments: An Application of Web-Based Self-Assessment and Peer-Assessment

2003 ◽  
Vol 30 (4) ◽  
pp. 331-334 ◽  
Author(s):  
Yao-Ting Sung ◽  
Chen-Shan Lin ◽  
Chi-Lung Lee ◽  
Kuo-En Chang
Keyword(s):  
Peer Assessment ◽  
Self Assessment ◽  
Web Based

scholarly journals Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

2020 ◽  
Vol 15 (3) ◽  
pp. 60-74
Author(s):  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Web Based ◽  
Postgraduate Students ◽  
Web Based Learning ◽  
Assessment Approach ◽  
The Impact

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

Impact of Self-Assessment Questions and Learning Styles in Web-Based Learning: A Randomized, Controlled, Crossover Trial

2006 ◽  
Vol 81 (3) ◽  
pp. 231-238 ◽  
Author(s):  
David A. Cook ◽  
Warren G. Thompson ◽  
Kris G. Thomas ◽  
Matthew R. Thomas ◽  
V Shane Pankratz
Keyword(s):  
Learning Styles ◽  
Crossover Trial ◽  
Self Assessment ◽  
Web Based ◽  
Randomized Controlled ◽  
Web Based Learning ◽  
Assessment Questions
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