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 APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE

2015 ◽  
Vol 14 (3) ◽  
pp. 379-390 ◽  
Author(s):  
Shu-Hsuan Chang ◽  
Li-Chih Yu ◽  
Yen-Kuang Kuo ◽  
Yi-Ting Mai ◽  
Jen-De Chen
Keyword(s):  
Quality Management ◽  
Total Quality Management ◽  
Continuous Improvement ◽  
Peer Assessment ◽  
Project Based Learning ◽  
Learning Performance ◽  
Total Quality ◽  
Team Members ◽  
Significant Difference ◽  
Online Peer Assessment

Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher's directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students’ design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study. Key words: collaborative learning, online peer assessment, project-based learning, STEM course, Total Quality Management.

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

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.

scholarly journals Why don’t (or do) organizations learn from projects?

2010 ◽  
Vol 41 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Jacky Swan ◽  
Harry Scarbrough ◽  
Sue Newell
Keyword(s):  
Organizational Learning ◽  
Empirical Study ◽  
Organizational Context ◽  
Learning Transfer ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organizational Contexts ◽  
Different Types ◽  
Management Capabilities ◽  
Innovation And Change

Many different types of organizations use projects to accomplish specific tasks, especially tasks that involve innovation and change. However, there are often problems associated with both learning within projects and learning transfer from projects to the wider organization. Previous research suggests that these problems vary according to the organizational context, in particular the extent to which the organization is centred on the delivery of projects. Also, the link between project-based learning and organizational learning may be far from seamless, and may require the deployment of a range of learning mechanisms to be effective. In this article we explore and explain these problems through an empirical study which examined project-based learning across different organizational contexts. This study highlights the limitations of learning mechanisms based on reflection and codification. It suggests that firms generally only learn from projects, if at all, via the accumulation of experience amongst groups and individuals. The study suggests, however, that the accumulation of experience is most pronounced in organizational contexts which are project centred and where project management capabilities are well developed. In contrast, in organizations where projects are more varied and occasional, the struggle to exploit the highly heterogeneous forms of learning created within projects is greater.

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 Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

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 Gamifying Project-Based Learning in Statistics Education in Singapore

2021 ◽  
Vol 12 (2) ◽  
pp. 15-26
Author(s):  
Zhang Huiyu ◽  
Linda Fang
Keyword(s):  
Biomedical Engineering ◽  
Statistics Education ◽  
Design Principles ◽  
Project Based Learning ◽  
Group Project ◽  
Successful Execution ◽  
Second Year ◽  
Pokémon Go

Biostatistics is a second-year subject taken by Biomedical Engineering Diploma students in Temasek Polytechnic, Singapore. Gamification elements, referenced from the popular Pokémon GO, were infused into a suite of activities. The purpose was to engage and sustain the interest of students while facilitating the successful execution of their group project. The gamified initiative, named Biostatistics GO, generated much excitement and added depth to the learning of this project-based subject. In this paper, we present the design of Biostatistics GO by highlighting the key design principles, describing the gamification elements, and reviewing its impact on the students’ achievements and learning.

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