Model of Group Peer Assessment on E-Learning

Abstract

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher. In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

Is collaborative peer assessment model effective for genre-based writing in university?

“…Nonetheless a peer assessment that was well-designed and implemented had the same quality as the assessment that was conducted by teacher [13], [20], [32]. The well-designed model also keeps maintaining competitive atmosphere in collaborative work [25]. It should contain clear direction regarding actionable comments, may provide students with useful feedback that improves their writing skill [32].…”

“…Collaboration on assessments benefits students' writing and editing abilities [29], [30]. Students engage in collaborative group work where PSET operates flexibly, fully performs quality work, and contributes to a positive attitude during meetings and assignments that cause peer assessment to support motivation, interaction, accountability, and interdependence by working together to complete writing and then assessment activities [23], [25]. Peer feedback fosters reciprocal relationships among group members and improves students' collaborative work, reducing the need for lecturer feedback [24], providing critiques and discussing the difficulties they have when writing [23].…”

“…Many massive open online courses (MOOC) have implemented peer assessment. It can also be used in e-learning setting [25]. In comparison to pre-service teachers who learned using the non-collaborative peer assessment approach, those who used the collaborative peer assessment approach demonstrated significantly better instructional video development quality and commenting quality, as well as higher selfefficacy and a tendency toward critical thinking [9].…”