Learning as a peer assessor: evaluating peer-assessment strategies

Culver, Christopher

doi:10.1080/02602938.2022.2107167

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…Peer assessment refers to the process of learners' grading and providing comments on peer work according to the criteria specified by teachers (Topping, 2010). In peer assessment, students can benefit from providing and receiving feedback (Culver, 2023; Ion et al, 2019; Zhang et al, 2021). Peer assessment can help learners identify and solve their shortcomings in learning (Zhang & Hwang, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Xu,

Zou,

Hou

2024

Computer Assisted Learning

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BackgroundData literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre‐service teachers is critical.ObjectivesThe purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment‐based teaching approach (FVPA‐based teaching approach) can (1) promote pre‐service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load.MethodsThe research was conducted based on a pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre‐service teachers were included in the study. The pre‐service teachers in the experimental group adopted the FVPA‐based teaching approach, and those in the control group adopted the traditional peer assessment‐based learning approach.Results and ConclusionsThe experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre‐service teachers critically interpret data, understand their teaching and learning issues, and improve self‐reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre‐service teachers could promote their DL.ImplicationsThis study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA‐based teaching approach in improving pre‐service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Xu,

Zou,

Hou

2024

Computer Assisted Learning

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“…Learning effectiveness evaluation is a dynamic, uncertain, and complex task with subjective and objective elements. Learning effectiveness evaluation can effectively express learners' status and e ciency, thus providing facilitation services for learners (Araghi et al 2023;Paśko et al 2022;Culver 2022). As a result, learning effectiveness evaluation has received attention from researchers.…”

Section: Introductionmentioning

confidence: 99%

Interval-valued q-rung orthopair fuzzy Weber operator and its group decision-making application

Wan

Han

et al. 2023

Preprint

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Learning effectiveness evaluation requires the integration of objective test results and the analysis of uncertain subjective evaluations. The methods of the fuzzy theory are applicable to handle the fuzzy information and uncertainty for obtaining more comprehensive and accurate evaluation results. Due to its deflation ability and the representation ability of interval-valued q-rung orthopair fuzzy sets (IVq-ROFSs), the operator of Weber (IVq-ROFW) and the interval-valued q-rung orthopair Weber ordered weighted average (IVq-ROFWOWA) operator are proposed to improve the evaluation in this paper. Firstly, we improve and optimize the Swing algorithm to derive attribute weights. Further, we develop a multi-attribute group decision-making (MAGDM) method for evaluating the learning effectiveness of students based on the IVq-ROFWOWA operator and the Swing algorithm. Lastly, we provide a case to illustrate the application of the proposed MAGDM method. By comparing and analyzing results, we have also shown that the proposed MAGDM method is feasible and effective.

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“…Formative feedback indicates to the learner the gap between the required standard and the student's current level of learning ( (Dixson and Worrell 2016). Therefore, peer assessments communicate to students an understanding of what constitutes outstanding work (Culver 2022), encouraging students to improve their performance and learning (Sadler and Good 2006). Peer assessments have also been found to help promote students' deep approach to learning rather than a surface approach (Falchikov and Goldfinch 2000;Vickerman 2009).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment

Mphahlele

2022

JRFM

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Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative questionnaire was undertaken to explore students’ perceptions of the use of peer assessments with a rubric in an undergraduate module at the University of Johannesburg. Despite a low response rate, four main themes emerged: a clear performance criterion, structured writing, and a deep approach to learning and critical thinking. However, the study also showed limitations of the peer rubric and peer assessments in helping students prepare for formal summative assessment. The results suggest that the rubric and peer assessments, with amendments, could help students adopt a deep approach in online learning environments.

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Learning as a peer assessor: evaluating peer-assessment strategies

Cited by 6 publications

References 21 publications

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Interval-valued q-rung orthopair fuzzy Weber operator and its group decision-making application

Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment

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