Implementation and outcomes of online self and peer assessment on group based honours research projects

Wu, Chengqing; Chanda, Emmanuel; Willison, John

doi:10.1080/02602938.2013.779634

Cited by 18 publications

(21 citation statements)

References 9 publications

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“…Numerous studies highlighted the comparison between self and peer evaluation and showed the advantages and disadvantages of each type, hence they pinpointed how to use these two types of learning processes and to develop the abilities of students [10,31,21,22]. There seems to be a consensus that online peer evaluation enriches the learning processes for the students, and that cooperative work encourages students to play an interactive role in their learning as well as in enhancing the ability to motivate students to acquire skills.…”

Section: Introductionmentioning

confidence: 99%

A Network-Based Peer Evaluation Strategy

Alket¹

2017

IJMECS

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Abstract-The purpose of this study was to design a network-based peer evaluation strategy -which included two types of peer evaluation (known and unknown) to investigate the effect of these two types on developing problem-solving and critical thinking skills for students in Java object oriented programming language course (OOP). The participants of this study were twenty-four (n=24) students at College of Science and Arts, Qassim university. The results revealed that the two types of peer evaluation (in both known and unknown) had a positive effect on developing problem-solving and critical thinking skills for students. After, the comparison between the post-application of the two experimental groups in the problem solving and critical thinking skills, although there is a slightly higher between mean ranks in the sake of the unknown group, the results showed that there were no significant differences between the two groups. Finally, the researcher recommended to using a network-based peer evaluation strategy with other specializations and a large sample.

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Section: Introductionmentioning

confidence: 99%

A Network-Based Peer Evaluation Strategy

Alket¹

2017

IJMECS

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“…Importantly, when students use teacher feedback from one assignment to improve a subsequent assignment, the connections between assignments due to MELT make a substantial difference [4]. As students calibrate to teacher expectations using MELT-informed rubrics, they become more realistic in their self-assessment according to the rubric, and more able to give useful feedback to peers [5]. As shown in Chap.…”

Section: Autonomy: Engaged Learning Engaged Teachingmentioning

confidence: 99%

How Much Guidance?

Willison

2020

The Models of Engaged Learning and Teaching

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How Much Guidance? One great piece of feedback on the MELT, written on a post-it note during a workshop introducing the models, was 'obvious'. That terse slight in many ways reflected that which the MELT was intended to convey: what educators do when they facilitate learning effectively. It is common that an educator looks at a version of MELT and says 'this is what I'm already doing!' That is perfect, for MELT provides an articulation of what educators often do implicitly and makes it explicit. For the person who said 'obvious', the question is whether their teaching approach is as obvious to their students or colleagues as it is to them. The answer is probably 'no'. Educators use MELT for guidance when they perceive a need to move from leaving understanding implicit to making it explicit, in order to (1) improve their awareness of their own practice and its connection to theory; (2) enhance student metacognition, especially students' regulation of their own learning; (3) connect disparate teaching energies, practices, sectors and theories.

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“…Contribution comprises three aspects: (a) group interaction (b) intellectual, and (c) workload. , helping the group to function well and be efficient as a group (Goldfinch, 2006;Wu et al, 2013), being a good team player (Murray and Boyd, 2015), or contributing with leadership (Wu et al, 2013). Another way for group members to support the interaction within the group is by contributing with positive behavior; for example, by showing a positive attitude (Lejk et al, 2001a;Onyia & Allen, 2012), being adaptable (Lejk et al, 2001a), showing enthusiasm (Brooks & Ammons, 2003;Goldfinch, 2006), being motivated (Lejk et al, 2001a), getting along with teammates (Strom & Strom, 2011), interacting (Earl, 1986), being sociable (De Wever et al, 2011), or taking responsibility (Yurdabakan, 2011).…”

Section: Contributionmentioning

confidence: 99%

Group Work Assessment: Assessing Social Skills at Group Level

Forsell

Frykedal

Chiriac

2019

Small Group Research

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Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

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Implementation and outcomes of online self and peer assessment on group based honours research projects

Cited by 18 publications

References 9 publications

A Network-Based Peer Evaluation Strategy

A Network-Based Peer Evaluation Strategy

How Much Guidance?

Group Work Assessment: Assessing Social Skills at Group Level

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