The quality of peer assessment in a wiki-based online context: a qualitative study

Loureiro, Maria João; Pombo, Lúcia; Moreira, António

doi:10.1080/09523987.2012.703426

Cited by 14 publications

(11 citation statements)

References 12 publications

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“…Likewise, integrating education with online platforms is a current trend at all levels (Cooke, 2017;Hocevar, 2013;Lau, 2017;Wen & Tsai, 2006). More specifically, using online peer assessment is becoming a popular practice for different subjects at various levels (see Loureiro et al, 2012;Thomas, Martin & Pleasants, 2011). For example, in an initial attempt Liang and Tsai (2010) utilized online peer assessment to facilitate students' learning by science writing.…”

Section: Discussionmentioning

confidence: 99%

“…Primarily used for formative purposes (Sluijsman et al, 1998), peer-assessment is a pedagogical and practical evaluation method especially in higher education (Wheater, Langan & Dunleavy, 2005). It provides opportunities for authentic assessment, student autonomy, and collaboration (Loureiro, Pombo & Moreira, 2012). As one of the most successful Web 2.0 applications (Ozmen, Akuzum, Sunkur & Baysal, 2011) Facebook has become an effective learning or, more specifically, a peer assessment tool in various subjects (Keles & Demirel, 2011;Shih 2011;Suthiwartnarueput & Wasanasomsithi, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

Ersöz¹,

Şad²

2018

International Journal of Assessment Tools in Education

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This research intended to answer the question "Is Peer-Assessment on Facebook useful in visual art education?" in an intrinsic case study. Participants were a group of prospective visual-art teachers, who regularly share and comment on the photographs of their paintings in a special group they created on Facebook. Ten volunteering prospective visual-art teachers were involved in the study during 2013-2014 academic year. Focus group interviews were conducted with the participants to collect data in addition to online digital documents, including photographs of students' paintings and comments on them. In general, participants stated that Facebook-based peer assessment is beneficial, since it helps them notice their deficiencies, look at their works from a different perspective and improve their artistic skills. Thanks to the productive feedback, their motivation and self-confidence are boosted. It was also found that peer-assessment on Facebook has the advantage of ubiquity, allowing more peer involvement, easy and objective criticism, and sustainable learning opportunities in the long-run. The participants also emphasized some disadvantages of the practice of peer assessment on Facebook such as subjective feedback and poor quality of digitalized visuals.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

Ersöz¹,

Şad²

2018

International Journal of Assessment Tools in Education

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“…Por el contrario, los grupos que han participado en el reparto de notas perciben la necesidad de realizar un mayor seguimiento, además de una responsabilidad individual y grupal implícita en las tareas desarrolladas. Esta es una característica que debe estar implícita en todo trabajo de grupo que se lleve a cabo, ya que si el alumnado no es capaz de delimitar roles y repartir funciones de manera comprometida, es difícil que el trabajo sea proporcionado y justo en su ejecución (Loureiro, et al, 2012). Sin embargo, es también en los grupos de reparto de notas donde se manifiesta una significatividad en las respuestas relativas a la dificultad de la comprensión del sistema y de la superación de la asignatura.…”

Section: Discussionunclassified

“…En este sentido, autores como Wimshurst and Manning (2012) destacan la importancia que tiene fomentar este tipo de evaluación de manera grupal, incidiendo en la propia evaluación del trabajo por cada uno de sus integrantes. Este planteamiento deberá llevarse a cabo bajo la definición de unos criterios iniciales aceptados por todos los integrantes del grupo que les permitirá establecer las condiciones generales de trabajo imperantes durante todo el proceso (Loureiro, Pombo & Moreria, 2012). Esta idea de trabajo difiere totalmente de modelos más tradicionales en los que se dedica un periodo de tiempo al final de cada asignatura para realizar pruebas y exámenes como único objetivo calificador (López-Pastor & Gea, 2009;López-Pastor & Palacios, 2012).…”

Section: Introductionunclassified

¿Cómo percibe el alumnado universitario de educación física la evaluación recibida? Contraste de dos metodologías diferentes (How do the university physical education students perceive the assessment received? Contrast of two different methodologies)

Alcalá

Pueyo²,

Fonseca

2015

Retos

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El objetivo de este estudio es analizar cuál es la percepción que tiene el alumnado sobre la evaluación recibida a lo largo del curso escolar, incidiendo en tres factores fundamentales: la responsabilidad individual y grupal, la regulación del trabajo durante el proceso y la autenticidad de los aprendizajes adquiridos vinculados a la vida real. Los participantes son 642 estudiantes de ocho asignaturas vinculadas al ámbito de la enseñanza de la Educación Física (EF) de dos Universidades españolas, de los cuales 307 han recibido una evaluación tradicional y 335 han participado en la estrategia evaluativa del reparto de notas. Se ha utilizado un cuestionario validado sobre metodología y evaluación en formación inicial, en el que se especifican diferentes ítems vinculados al tipo de evaluación recibida. Se ha empleado un análisis cuantitativo, dividiéndose en descriptivo: medias, desviación típica (DT) y varianzas para cada uno de los factores de análisis e inferencial: tablas de contingencia y χ2, correlaciones y ANOVAS. Se ha observado cómo el alumnado que ha participado en el reparto de notas percibe el proceso de aprendizaje más guiado y coherente, asumiendo también que requiere de una responsabilidad mayor, tanto de uno mismo como para lo demás. Del mismo modo, se demuestra que el alumnado que más veces ha trabajado en grupo percibe el reparto de notas como una estrategia que facilita un aprendizaje más auténtico. Sin embargo, el curso en el que se encuentre el alumnado o su edad no determina su percepción respecto a esa autenticidad de los aprendizajes.Abstract. The aim of this study is to analyze the perception of the students on the evaluation received during the school year, focusing on three key factors: personal and group responsibility, labor regulation during the process and the authenticity of the acquired learning linked to real life. Participants were 642 students from eight school years related to Physical Education Teaching Education (PETE) of two Spanish Universities where 307 received a traditional evaluation and 335 participated in the assessment strategy of sharing notes. We used a validated questionnaire on evaluation methodology and initial training, in which there are different items related to the type of assessment received. The design followed a quantitative analysis, divided into descriptive: means, standard deviation and variances for each of the factors, and inferential analysis: contingency tables and χ2, correlations and ANOVAS. Students who participated in the distribution of notes perceived the learning process more coherent and directed, assuming a greater personal responsibility for oneself and the others. Similarly, students who have worked in groups more times perceived the distribution of notes as a strategy that facilitates a more authentic learning. However, school year or age did not determine their perceptions regarding the authenticity of learning.

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“…In previous studies, wikis were used mainly for peer assessment (Lin & Yang, 2011;Loureiro, et al 2012;Woo, et al 2013;Xiao & Lucking, 2008). Peer feedback in online courses helps students feel connected to their peers (Palloff & Pratt, 2007;Xie, 2013).…”

Section: Collaborative Toolsmentioning

confidence: 99%

Effective Feedback Design Using Free Technologies

Yuan

Kim

2015

Journal of Educational Computing Research

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Feedback plays a critical role in student learning and performance. However, providing students with effective feedback is challenging in online environments because of physical separation between students and instructors. Technologies can be used to enhance the effectiveness of feedback in online courses. In this article, we propose effective feedback design for online students using freely available technologies. We first review literature on the attributes of feedback that impact its effectiveness. Then, to address such attributes, we propose effective feedback design using three types of free technologies-media sharing, collaborative, and screencasting technologies. For each type of technology, we focus on one representative technology such as VoiceThread for a media sharing tool, a wiki for a collaborative tool, and Jing for a screencasting tool. Based on the analysis of empirical studies using such technologies, effective feedback design was constructed to maximize the affordances of each technology that foster feedback dialogues, help to bring feedback from multiple sources, and encourage students to follow up with feedback.

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The quality of peer assessment in a wiki-based online context: a qualitative study

Cited by 14 publications

References 12 publications

Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context

¿Cómo percibe el alumnado universitario de educación física la evaluación recibida? Contraste de dos metodologías diferentes (How do the university physical education students perceive the assessment received? Contrast of two different methodologies)

Effective Feedback Design Using Free Technologies

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