Technology-enhanced pre-instructional peer assessment: Exploring students’ perceptions in a Statistical Methods course

Abstract

There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students' learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technologyenhanced peer assessment can be embedded into pre-instructional activities to enhance students' learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students' reflections, and interview in collecting student's perceptions toward the interventions. The results suggest that the technology-enhanced preinstructional peer assessment helps students to prepare the new content acquisition and become a source of students' motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technologyenhanced pre-instructional peer assessment.

Online Assessment in Higher Education: A Systematic Review

“…Peer assessment was also implemented as team projects (Tucker, 2014), or on shorter project tasks in linguistics (Rogerson-Revell, 2015). Other types of assignments that were assessed through peers included mathematical calculations (Kristanto, 2018), or statistical exercises (ArchMiller et al, 2017). Further, oral assignments in language learning (Chen et al, 2021), diagram exercises (Pinargote-Ortega et al, 2021), discussion entries (Wang, 2019), and question generation (Yeh & Lai, 2012) were implemented assessment types.…”

“…Assessment format: In N = 15 (13%) articles, peer assessment was implemented in the format of formative assessment (Chen et al, 2021;Elizondo-Garcia et al, 2019;Filius et al, 2018;Filius et al, 2019;Hickey & Rehak, 2013;Kristanto, 2018;Mao & Peck, 2013;McCarthy, 2017;Ogange et al, 2018;Rogerson-Revell, 2015;Sekendiz, 2018;Vaughan, 2014;Xiao & Hao, 2018;Zong et al, 2021). In 14 cases, peer assessment was implemented for solely summative assessment format (ArchMiller et al, 2017;Ashton & Davies, 2015;Formanek et al, 2017;Li et al, 2010;Luaces et al, 2017;Pinargote-Ortega et al, 2021;Sampaio-Maia et al, 2014;Sullivan & Watson, 2015;Tenório et al, 2016, Tucker, 2014Wadmany & Melamed, 2018;Wang, 2019;Wu et al, 2014;Zhan, 2021).…”

Training Needs in Light of the Degree of Awareness of Modern Teaching Strategies and Their Application in the Tertiary Level during the COVID-19 Pandemic

“…Methods. By analyzing the most important studies and literature that dealt with modern teaching methods based on active learning [7,9,20,[27][28][29][30][31][32]), the following modern teaching methods are believed to be the most important active learning methods: cognitive KWL teaching strategy, concept mapping, brainstorming, problem solving, directed discovery, inductive, inquiry, and project-based learning, reciprocal teaching method, think, peer assessment-teaching method, learning by modeling, mastery learning, roleplaying, peer learning, cognitive load teaching strategy, and think-pair-share.…”

Analisis Data Kualitatif: Penerapan Analisis Jejaring untuk Analisis Tematik yang Cepat, Transparan, dan Teliti

“…Metode ini secara luas telah digunakan di dalam berbagai bidang penelitian, salah satunya adalah pendidikan [1][2][3][4][5][6][7] . Metode ini sering digunakan oleh para peneliti karena aksesibilitas dan fleksibilitasnya 8 .…”