Integrating a Peer Evaluation Module in a Social Learning Platform

Popescu, Elvira; Petrosanu, Laura-Maria

doi:10.1007/978-981-10-2419-1_21

Cited by 4 publications

(1 citation statement)

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“…Furthermore, such an approach is likely to limit the effectiveness of learning during peer-assessment as a grade/mark alone may fail to diagnose strengths and developmental areas in the assessed work (Davies, 2006). As reported in (Popescu, 2017) peer review also has potential pitfalls, such as validity, reliability and fairness issues, especially in case of peer grading.…”

Section: Forms Of Assessment and Toolsmentioning

confidence: 99%

Educating Students in Technology Enhanced Learning Design by Interweaving Instruction and Assessment

Gogoulou¹,

Grigoriadou²

2021

Informatics in Education

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Developing an engaging and positive learning environment for learners, especially in a particular course, is one of the most creative aspects of teaching. Learning design supports the design of interventions, which are pedagogically informed, promote student-centered learning activities and make effective use of appropriate resources and technologies. In the context of this work, a framework is proposed for teaching learning design issues in tertiary education which interweaves teacher-centered activities with student-centered activities. The students are engaged in lab activities and in a learning design peer assessment project. Sustainable feedback practices are considered an integral part of the whole process. Findings drawn from an empirical study carried out during two consecutive academic years reveal that the interweaving of instruction and assessment may contribute to the understanding of the main learning design issues and to the cultivation of skills both in the development of educational applications as well as in the design of technology enhanced learning activities.

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Section: Forms Of Assessment and Toolsmentioning

confidence: 99%