online peer assessment
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2021 ◽  
Vol 2 (2) ◽  
pp. 293-308
Author(s):  
Mahardhika Pradana

This study aims to investigate the process of online peer assessment implementation in a writing activity and to find out the students’ responses toward the implementation of online peer assessment in learning writing skills. This research uses a qualitative approach and case study as the research design. The data were collected with the triangulation data by observation, interview, and documentation. Observation checklist, in-depth interview, and documentation used as data retrieval instruments. The subject of this study is an English teacher and students of class XI TKJ 1 at SMKN 1 Rawamerta. The result of this study shows that the implementation of peer assessment in writing skills is very effective to help the students in learning writing and evaluating learning process. Before the implementation of peer assessment, the students were not able to recognize their mistakes in detail, they could only find out about the numerical score, and did not know about how to assess. Based on the result obtained, it is concluded that teaching writing to the students’ responses toward the use of peer assessment was positive. It can be seen from the attitude and enthusiasm. Students agreed that peer assessment is a very effective technique used in writing activities. It can be concluded that online peer assessment can be applied both in writing and speaking as well as an important part of the move towards more forms of participatory learning. There is a need to apply it in the schools and universities since it is more adaptable to modern developments in the assessment of learning outcomes.


2021 ◽  
Vol 124 ◽  
pp. 01001
Author(s):  
Hairuzila Idrus ◽  
Herri Mulyono ◽  
Raihan Mahirah Ramli ◽  
Ena Bhattacharyya ◽  
Siti Zulaiha

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.


2020 ◽  
Author(s):  
Leonam Cordeiro de Oliveira ◽  
Selma Santos Rosa ◽  
Andrey Pimentel

Peer Assessment é um método de avaliação alternativo no qual os estudantes avaliam os trabalhos de seus colegas. Há relatos de estudantes sobre sentirem desconforto de avaliar e ser avaliado pelos pares. Foi proposto um arcabouço para a formação dos pares a partir de características dos estudantes e também um módulo de detecção de possíveis avaliações mal realizadas pelos estudantes, como apoio ao docente. Um experimento com 63 estudantes foi realizado e resultados iniciais indicam que os pares formados a partir de características pode ser uma maneira de mitigar estes desconfortos, assim como indicou um ganho de aprendizagem no momento que realizam as avaliações, ao invés de após o recebimento do feedback de suas atividades.


2020 ◽  
pp. 141-150
Author(s):  
Maria De Jesus C. Relvas ◽  
Maria Do Carmo Teixeira Pinto ◽  
Isolina Oliveira ◽  
Alda Pereira

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.


2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen

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.


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