A comparative analysis of the consistency and difference among online self-, peer-, external- and instructor-assessments: The competitive effect

Domínguez, César; Arturo, Jaime; Sánchez, Ana; Arbe, José Miguel Blanco; Heras, Jónathan

doi:10.1016/j.chb.2016.02.061

Cited by 20 publications

(11 citation statements)

References 30 publications

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“…In any case, teachers may be concerned about the reliability of PA, but, in fact, PA when properly done proves to be more reliable than teacher assessment, although teacher assessment is, in fact, not very reliable (e.g., Harlen, 2005;Johnson, 2013). Thus, using correlation with instructor scores as an indicator of reliability is not advised, and is better referred to as "consistency" between teacher and peer assessor scores (Domínguez et al, 2016).…”

Section: Purposes Of Peer Assessmentmentioning

confidence: 99%

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Topping

2021

Front. Educ.

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Digital peer assessment (PA) is an arrangement for learners to consider and specify the level, value, or quality of a product or the performance of other equal-status learners, using computers, tablets, mobiles or other devices, and the internet. Digital PA is of increasing relevance as more educational establishments are moving toward online or blended learning. It has been widely used for some time, not only in elementary (primary) and high (secondary) schools but also in higher education. In this article, the purposes of PA are considered. Then, questions of effectiveness are briefly discussed. Then, the majority of the article describes in general terms how to do it. A review is offered for variations in types of PA and the underpinning theory, both of which have practical implications, irrespective of whether the PA is digital or face-to-face. Then, the use of different kinds of digital hardware in different kinds of PA will be considered. After this, the social and emotional aspects of digital PA are considered. As the contexts are so different, differences between primary school, high school, and higher education are reviewed. A conclusion summarises the strengths and weaknesses of digital PA, which can certainly be effective as a teaching and learning method and enhance student communication, problem-solving, and self-confidence.

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Section: Purposes Of Peer Assessmentmentioning

confidence: 99%

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Topping

2021

Front. Educ.

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“…This category comprised the largest proportion of medium to large effect sizes (77%). The greatest overall impact of LD activities was related to online presence (Figure 2; also Table 4), pointing to the importance of embedded supports that enable students to monitor and adjust their learning behaviour through time management, self-reflection, and interactions with peers and teachers (e.g., d = 0.88; Domínguez et al, 2016). Academic procrastination behaviour as an indicator of failed selfregulation, such as online absence and late submissions, had large negative effects on students' final scores (d = −1.41 and d = 1.16, respectively; see You (2015) in Supplementary Table S3).…”

Section: Metacognitive Gainsmentioning

confidence: 99%

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Blumenstein

2020

JLA

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The field of learning analytics (LA) has seen a gradual shift from purely data-driven approaches to more holistic views of improving student learning outcomes through data-informed learning design (LD). Despite the growing potential of LA in higher education (HE), the benefits are not yet convincing to the practitioner, in particular aspects of aligning LA data with LD toward desired learning outcomes. This review presents a systematic evaluation of effect sizes reported in 38 key studies in pursuit of effective LA approaches to measuring student learning gain for the enhancement of HE pedagogy and delivery. Large positive effects on student outcomes were found in LDs that fostered socio-collaborative and independent learning skills. Recent trends in personalization of learner feedback identified a need for the integration of student-idiosyncratic factors to improve the student experience and academic outcomes. Finally, key findings are developed into a new three-level framework, the LA Learning Gain Design (LALGD) model, to align meaningful data capture with pedagogical intentions and their learning outcomes. Suitable for various settings — face to face, blended, or fully online — the model contributes to data-informed learning and teaching pedagogies in HE.

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“…If the students have a basic previous knowledge related to the content of the course or they are familiar to the task, their self-assessment is more accurate (Boud and Falchikov, 1989;Fitzgerald et al, 2003). A recent study about online assessment verified that students who perform poorly overestimated their abilities, whilst the accuracy in self-assessment improved when the students increased their skills (Dom ınguez et al, 2016).…”

Section: Education Not Accessible To Allmentioning

confidence: 99%

Self-assessment in Massive Open Online Courses

Ventista

2018

E-Learning and Digital Media

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Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.

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A comparative analysis of the consistency and difference among online self-, peer-, external- and instructor-assessments: The competitive effect

Cited by 20 publications

References 30 publications

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Digital Hardware for Peer Assessment in K-12 Schools and Universities

Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes

Self-assessment in Massive Open Online Courses

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