‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

Wilson, Michael J.; Diao, Ming Ming; Huang, Leon

doi:10.1080/02602938.2014.881980

Cited by 46 publications

(47 citation statements)

References 37 publications

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“…Peer evaluation is highly criticized in literature, in terms of its validity (Wilson et al, 2015). In fact, it is really doubtful to trust peer review if the procedure is sporadic and isolated.…”

Section: Resultsmentioning

confidence: 99%

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

2017

European Journal of Contemporary Education

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Blended learning is increasingly gaining importance in all levels of educational system, particularly in tertiary education. In engineering profiles the core blended learning activity is students' independent work, the efficiency of which is defined by the degree of students' active involvement into the educational process, their ability to absorb new knowledge independently, on their own. Our research is aimed at the analysis of blended learning and at revealing the approaches meant to activate students' independent work in blended learning based on LMS Moodle platform. The characteristic feature of the suggested approach is the orientation towards skills and work methods mastering carried out in the form of professional competencies training at practical classes and laboratory workshops. For the purpose of our research we used one of the most interactive Moodle tools -"workshop" in order to fulfill informational, educational and monitoring functions of learning. The use of the tool allowed revealing drawbacks of the method under study and managing these drawbacks in the most effective way. The paper contains the description of students' learning and independent work which would stimulate students' activity, self-management and develop their communicative skills.The outcomes of the current research proved that the approaches suggested significantly stir students' interest, thus, enhancing students their learning motivation, development of critical thinking and self-reflection, which altogether facilitate understanding theoretical material, encourage the development of practical skills and promote the pursue of academic goals.

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Section: Resultsmentioning

confidence: 99%

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

2017

European Journal of Contemporary Education

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“…Many thought that enhanced training would help students grade more consistently and provide more effective feedback, even though a rubric for the 20% project report was constructed with the class. Involving peer assessors in the construction of marking rubrics has been recommended [4] and arguably, senior engineering students should be able to identify elements of good designs and reports. However, neither instructor nor students found the collaborative development of the rubric to be an effective use of a lecture period.…”

Section: Fig 1 Workload Expectation and Experiencementioning

confidence: 99%

“…Wilson, Diao and Huang [4] question whether it is "justifiable and appropriate to require undergraduate students to mark other students' assessments" and whether "students are equipped with the necessary competencies and motivation" and consider student concerns about the "inherent procedural unfairness of peer-to-peer review" to be an underexplored issue. Van Zundert, Sluijsmans, and van Merrienboer [5] examined four categories of outcome variables: psychometric qualities of peer assessment (related to validity and reliability), domain-specific skills (e.g.…”

Section: Introductionmentioning

confidence: 99%

Shifting Responsibilities: Using Peer Assessment in Senior, Engineering Design to Provide Effective Support and Meaningful Feedback Despite Large Class Size

Bradford

Vale

2018

PCEEA

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– Urban Water Systems Design is a required, senior engineering design course for undergraduate students in the Water Resources and Environmental Engineering programs at the University of Guelph. A central component to this course has been a challenging, stormwater management design and simulation project. Recently, enrollment has increased from approximately 50 to 90 students. With these increased numbers, it is no longer feasible for the instructor to provide individualized, rich and robust feedback on the project. Rather than eliminating or simplifying the project, which is a highly valuable learning activity, peer assessment was investigated as an option. In Fall 2016, peer assessment was implemented for two term tests and a design project. In addition to addressing resource constraints, this shift in responsibilities takes advantage of the active, collaborative, learning opportunities provided by grading tests in class and giving feedback to and receiving feedback from others on design work and report writing. To achieve the largest benefit possible, best practices suggested in the literature were followed, such as training peer assessors, including developing a rubric with the class to enhance understanding of expectations; using multiple assessors to address student concerns about fairness; and incorporating reflection on the peer assessment activities. Data were collected through two surveys administered before and after the course’s peer evaluation activities and through graded reflections on peer evaluation activities. Most students thought they learned as much or more than they would have without the incorporation of peer evaluation. Based on predominantly positive student comments and fair grading, peer grading of tests will be used in future with a few minor modifications. Most students also found the peer assessment of design reports to be fair, with a reasonable time commitment. Some students were troubled by the variability of grades given by peers. Enhanced training was suggested to help students grade more consistently and provide more effective feedback.

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“…Student peer review increasingly is incorporated into assessment of the group work process and there is evidence that, if well planned, it can reduce free-riding (Brooks & Ammon, 2003;Porr, 2016). However, students often perceive peer assessment as procedurally unjust (Wilson, Diao, & Huang, 2015). As Wilson et al (2015) point out, combining peer learning and peer assessment asks a lot of students, particularly given the competitive atmosphere common in higher education.…”

Section: Introductionmentioning

confidence: 99%

An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution

Bree

Cooney

Maguire

et al. 2019

Higher Education Pedagogies

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Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology's Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixedmethod evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers' practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework ARTICLE HISTORY

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‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool

Cited by 46 publications

References 37 publications

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

A Study Module in the Logical Structure of Cognitive Process in the Context of Variable-Based Blended Learning

Shifting Responsibilities: Using Peer Assessment in Senior, Engineering Design to Provide Effective Support and Meaningful Feedback Despite Large Class Size

An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution

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