scholarly journals Online Peer Assessment in a First Cycle University Degree – Which Challenges?

2020 ◽  
pp. 141-150
Author(s):  
Maria De Jesus C. Relvas ◽  
Maria Do Carmo Teixeira Pinto ◽  
Isolina Oliveira ◽  
Alda Pereira
Keyword(s):  
Peer Assessment ◽  
Real Life ◽  
Implementation Process ◽  
Assessment Process ◽  
Online Assessment ◽  
Digital Assessment ◽  
Assessment Tasks ◽  
Online Peer Assessment ◽  
University Degree

Authenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: (a) to identify peer assessment potentialities and constraints in first cycle university degrees; (b) to analyse the questions that are brought forward among students by the application of a scoring rubric; (c) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.

Effects of Anonymity and Accountability During Online Peer Assessment

2011 ◽  
pp. 302-333 ◽  
Author(s):  
Gunita Wadhwa ◽  
Henry Schulz ◽  
Bruce L. Mann
Keyword(s):  
Graduate Students ◽  
Peer Assessment ◽  
Assessment Process ◽  
Methods Course ◽  
Web Based ◽  
Online Peer Assessment ◽  
Peer Accountability ◽  
Published Research ◽  
Web Based Education

A 2´2 experiment was conducted to determine the effects of anonymity (anonymous vs. named) and peer-accountability (more-accountable vs. less-accountable) on peer over-marking, and on the criticality and quality of peer comments during online peer assessment. Thirty-six graduate students in a Web-based education research methods course were required to critique two published research articles as a part of their course. Peer assessment was carried out on the first critique. Students were randomly assigned to one of the four groups. Peer assessors were randomly assigned three students’ critiques to assess. Peer assessors and the students being assessed were from the same group. Peer assessors assigned a numeric mark and commented on students’ critiques. The four main results were: First, significantly fewer peer assessors over-marked (i.e., assigned a higher mark relative to the instructor) in the anonymous group as compared to the named group (p < .04). Second, peer assessors in the anonymous group provided a significantly higher number of critical comments (i.e., weaknesses) as compared to the named group (p < .01). Third, peer assessors in the named groupand the more-accountable group made a significantly higher number of quality comments (i.e., cognitive statements indicating strengths and weakness along with reasoned responses and suggestions for improvement), compared to the peer assessors in the anonymous group and the less-accountable group (p < .01). Lastly, the students’ responses to the questionnaire indicated that they found the peer assessment process helpful. This study suggests that in online peer assessment, the anonymity and the degree of peer-accountability affect peer marking and comments.

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 ANALYSIS OF PROSPECTIVE PHYSICS TEACHERS� FEEDBACK ON ONLINE PEER-ASSESSMENT IMPLEMENTATION

2017 ◽  
Vol 13 (1) ◽  
pp. 41-48
Author(s):  
K. Khusaini
Keyword(s):  
Social Media ◽  
Real Time ◽  
Daily Life ◽  
Peer Assessment ◽  
Smart Phone ◽  
Physics Teachers ◽  
Back Ground ◽  
Online Peer Assessment ◽  
Teaching Physics

This study aimed to analyse prospective physics teachers feedback during the implementation of online peer-assessment in Teaching Physics in English course. Twenty prospective physics teachers participated in this study. They were familiar with the use of smart phone in their daily life. They tend to communicate using social media such as WhatsApp application. The students have practiced in using paper based peer-assessment in other courses, but they have not applied it in online method providing real time feedback and score. The implementation of online peer-assessment challenged the students to assess their peer objectively. The lecturers feedback influence students skills how to evaluate their peer performance. Several factors may influence the quality of students online peer-assessment such as students culture back ground, implementation of the online peer-assessment, and practicants performance.

scholarly journals Implementing Peer Assessment in a Russian University ESP Classroom

2015 ◽  
Vol 1 (4) ◽  
pp. 63-73 ◽  
Author(s):  
Olga Stognieva
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Assessment Process ◽  
Peer Evaluation ◽  
Oral Performance ◽  
Self Evaluation ◽  
Professional Environment ◽  
Assessment Strategies

In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. Peer assessment may be a way to solve this problem. In this paper, it is researched how peer assessment could be applied to higher education and the effect of using this form of assessment on the quality of learning. The methodology to investigate the effect of peer assessment as a part of the learning process includes literature observation, case study, developing protocols and marking criteria rules for peer assessment, examples of peer assessment strategies and activities. The results of the research demonstrate that peer assessment methods of either written or oral performance can trigger a deeper involvement of students both in the learning and in the assessment process, keep motivation up and develop some qualities essential for future professional life. Therefor peer assessment could be effectively integrated in the course of ESP at the Moscow Higher School of Economics.

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

scholarly journals Implementation Of Peer Review Assessment To Engineering Students

2021 ◽  
Vol 124 ◽  
pp. 01001
Author(s):  
Hairuzila Idrus ◽  
Herri Mulyono ◽  
Raihan Mahirah Ramli ◽  
Ena Bhattacharyya ◽  
Siti Zulaiha
Keyword(s):  
Online Survey ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Tertiary Education ◽  
Peer Assessment ◽  
Learning Task ◽  
Online Assessment ◽  
Peer Rating ◽  
Teaching Learning ◽  
Online Peer Assessment

Online assessment has been increasingly popular in the tertiary education setting nowadays and has had significant changes to the process of assessment. Several studies have been conducted on online assessment, particularly on online peer assessment and found that it benefits students in teaching, learning and assessment. This paper will discuss the result of a study conducted in a Chemical Engineering class which uses online peer assessment as one of the tools to conduct assessment. The objective of this study was to investigate the effectiveness of online peer assessment to students’ learning from the students’ perspective. The perspective of the students was under study because they are the ones who are going through the process, thus, the effectiveness of the assessment to their learning can only be known if the information is obtained from them. The students were divided in small groups and asked to conduct online peer assessment using any free online survey tools. Each group had to conduct 2 or 3 cycles of peer assessment to ensure validity of the rating. The peer rating was used to produce individual marks for group work. At the end of the semester, the students were asked to write a reflection on the effectiveness of online peer assessment in their learning process of the course. The result of this study found that students have positive perspectives on the effectiveness of this assessment. This will be further discussed in the paper. In addition, pedagogical implications will also be discussed on the use of such online peer assessment in student’s learning task.

scholarly journals POWER OF PEERS: EXPERIENCES USING AN ONLINE PEER ASSESSMENT TOOL TO GRADE STUDENT WORK

2018 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger
Keyword(s):  
Student Perceptions ◽  
Teaching Assistants ◽  
Assessment Tool ◽  
Mechanical Design ◽  
Peer Assessment ◽  
Assessment Process ◽  
First Year Students ◽  
Student Work ◽  
Wide Range ◽  
Online Peer Assessment

 Abstract This paper explores the implementation, outcomes, and student perceptions of the use of an online tool for anonymous peer assessment of student work. Peer assessment, where one student assesses the work of another, provides an opportunity for important skill development, as well as a fully-scalable strategy for rich, timely, and frequent feedback.  In first and third year engineering courses at the University of British Columbia, we have begun using an online peer assessment tool (peerScholar). The tool divides the peer assessment process into three phases: a creation phase where the work is written or uploaded, an assessment phase where students are randomly assigned to assess the work of a set number of their peers, and a review phase where students review the feedback they received, with options to revise their work or assess the quality of feedback received. We have successfully used this tool in two large (n = 750) classes and one moderate-sized (n = 130) class, with a wide range of different types of student work, including letters, technical memoranda, detailed design reports, and video presentations.  Through surveys, student feedback with the tool and the process has been positive. Students at both year levels overwhelmingly recognize the importance of peer assessment—over 90% identified it as an essential skill for an engineer, and over 85% felt opportunities for peer assessment should be embedded in the curriculum. Both groups indicate that they felt the process of reviewing others’ work was beneficial for their own understanding of the material; however, first year students were more likely than third year students to put more effort into their work knowing it would be peer assessed, and that they found the content of the feedback received more helpful to their learning. Student acceptance has been good.  In a third year mechanical design course, three different design assignments were independently assessed by students using peerScholar and by teaching assistants. The outcomes across all measures were encouraging: for each assignment, the students and teaching assistants had similar mean, standard deviation, minimum, and maximum values, as well as reasonable correlation (r = 0.5 overall).  Overall, we consider the adoption of peerScholar a success. Students have been receptive, challenges have been minor, and feedback is more detailed and frequent.  

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

Qualitative assessment of equipment failure cause finding and removal

2018 ◽  
pp. 116-126
Author(s):  
E. A. Vakulin ◽  
A. I. Zayats ◽  
V. A. Beklemeshev ◽  
V. A. Ivashkevich ◽  
V. A. Khazhiev ◽  
...  
Keyword(s):  
Production Condition ◽  
Real Life ◽  
Open Pit Mine ◽  
Qualitative Assessment ◽  
Open Pit ◽  
Quality Level ◽  
Equipment Failure ◽  
Operation Conditions ◽  
Failure Investigation

Investigation of failures is one of the critical activities of mining and haulage equipment operability assurance in mining. Maintaining failure investigation at the required quality level, it is possible to identify provisions, rules and procedures that should be revised or changed, operation conditions that should be improved, additional personnel training, if required, etc. Investigation of failures in mines is under responsibility of machine men and electricians of maintenance and operation services. In reality, factory management and setup for production condition weak concernment of these workers in quality investigation aimed at finding of sources of equipment failures. This article describes real-life results achieved in development and use of maintenance service operation, technology and management monitoring. The requirements are substantiated for quality improvement in failure cause finding and removal in mining and haulage equipment at Chernogorsky open pit mine, SUEK-Khakassia. Causes of the present quality of failure investigation by machine men of Chernogorsky Repair and Engineering Works and Chernogorsky open pit mine are revealed. The proposed recommended practices will improve quality of mining and haulage equipment failure investigation.

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