An Overview of Peer-Assessment: The Benefits and Importance

Karami, Amirreza; Rezaei, Amir

doi:10.5296/jsel.v3i1.7889

Cited by 19 publications

(24 citation statements)

References 45 publications

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“…According to the Social Interdependence-Theory, learning success very much is determined by how supportive other learners are in knowledge transfer. Piaget (1965) and Karami and Rezaei (2015) see a stimulating component in this context, especially for cognitive activities in the learner but also in the learner's partner. This stems from the fact that both participants exchange arguments and concepts and evaluate the information more critically than is the case with unilateral knowledge transfer from lecturer to student.…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Friedrich

2019

Smart Learn. Environ.

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Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments.

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Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Friedrich

2019

Smart Learn. Environ.

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“…In this case, the student teachers have to be able to assess themselves, whether it is individually or with partners. By doing so, they are able to perceive their real stage of development, in which part they have strengths and weaknesses (Karami & Rezaei, 2015). Thus, conducting reflection about the teaching practice is the most important duty for the teachers as well as those student teachers.…”

Section: Introductionmentioning

confidence: 99%

“…This concern is promoted by the Indonesian government in the most current curriculum, Curriculum 2013 that teachers have to give more opportunities to the students to get involved in assessing themselves. As stated by Karami & Rezaei (2015), it is not only the teacher to do assessment of learning, but also the students to use assessment for learning. Thus, they can learn to reflect on their own learning and to achieve the target they want.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Ratminingsih¹,

Artini²,

Padmadewi³

2017

INT J INSTRUCTION

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More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD). The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom.

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“…Penggunaan AfL dengan kriteria feedback yang jelas penting untuk kesuksesan peer dan self assessment (Logan & Ed, 2015). Feedback yang diterima setiap mahasiswa dapat mereka jadikan informasi untuk memperbaiki pemahaman dan kinerjanya dalam mengerjakan tugas penyusunan instrumen dan menilai atau menanggapi kinerja rekannya dalam tugas yang sama (peer assessment) (Karami & Rezaei, 2015) IV. KESIMPULAN Implementasi E-learning berbasis assessment for learning (AfL) berupa pemberian feedback berpengaruh positif terhadap hasil belajar, motivasi belajar dan keaktifan kelas mahasiswa.…”

Section: Keaktifanunclassified

Implementasi E-learning Berbasis Assessment For Learning Untuk Meningkatkan Performa Belajar Mahasiswa

Ardiansyah

Diella

2019

biosfer

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Penelitian ini bertujuan untuk mengungkap pengaruh implemenetasi E-learningberbasis Assessment for learning terhadap performa belajar mahasiswa. Performa belajar mahasiswa terdiri atas hasil belajar, motivasi belajar dan aktifitas (keaktifan) belajar yang meliputi aktifitas bertanya dan memberikan tanggapan dalam proses diskusi di kelas. Metode yang digunakan untuk mencapai tujuan penelitian adalah metode true eksperimen. Desain yang akan digunakan yaitu posttest only control group –design. Kelompok eksperimen dan kontrol akan mendapatkan posttest. Partisipan penelitian ini adalah perwakilan mahasiswa semester 4 yang mengontrak matakuliah evaluasi dan asesmen. Instrumen penelitian yang digunakan meliputi soal kognitif untuk menjaring data hasil belajar, angket motivasi untuk menjaring data motivasi , dan lembar observasi keaktifan. Temuan penelitian ini menunjukkan bahwa elearning berbasis assessmen for learning (AfL) berupa pemberian feedback menunjukkan pengaruh yang signifikan terhadap hasil belajar, motivasi dan keaktifan. Perlakuan terhadap hasil belajar memiliki effect size sebesar 0.60 yang berarti sedang.

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An Overview of Peer-Assessment: The Benefits and Importance

Cited by 19 publications

References 45 publications

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Implementasi E-learning Berbasis Assessment For Learning Untuk Meningkatkan Performa Belajar Mahasiswa

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