Towards electronically assisted peer assessment: a case study

Bhalerao, Abhir; Ward, Ashley

doi:10.1080/09687760108656773

Cited by 35 publications

(22 citation statements)

References 3 publications

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“…This stage also helps students to develop their critical judgement skills, they can see how other student mark and provide feedback to compare with their judgement. Thus the more marking students did, the better their own results became [11], and this is supported by students' comments: …”

Section: Processsupporting

confidence: 53%

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Effective peer assessment for learning computer programming

SitthiworachartJirarat

JoyMike

2004

SIGCSE Bull.

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Peer assessment is a technique that has been successfully employed in a variety of academic disciplines, and which is considered to be effective in developing student's higher cognitive skills. In this paper, we consider the results of applying novel web-based technology to the delivery of peer assessment in the context of an undergraduate computer programming course, and discuss the benefits of this approach.

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Section: Processsupporting

confidence: 53%

“…Thus it is difficult to make peer assessment anonymous and to monitor students' marking. Also there is no award for the marking task [11], which leads to inconsistencies in the quality of marking.…”

mentioning

confidence: 99%

Effective peer assessment for learning computer programming

SitthiworachartJirarat

JoyMike

2004

SIGCSE Bull.

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“…Instead, research on peer assessment often addresses the reliability and validity of students' markings and their appraisal (e.g. Bhalerao & Ward, 2001;Sitthiworachart & Joy, 2004). In an elaborative review study on the use of peer assessment in higher education, Topping, Smith, Swanson, and Elliot (2000) underline the fact that many of the studies on peer assessment fail to investigate the relationship between peer feedback and its learning effects for the receiver as expressed in the revision of his or her product.…”

Section: Online Peer Assessment In Higher Educationmentioning

confidence: 99%

The nature, reception, and use of online peer feedback in higher education

Pol

Berg

Admiraal

et al. 2008

Computers & Education

163

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This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as important aspect. We investigate the link between the nature of students' feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students' products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback. Regarding the different tools that were used, these concrete suggestions were more often produced in the Annotation system than in the Blackboard discussion forum, the latter showing more evaluative forms of feedback. We also found significant relationships between elements of both the nature and the reception of feedback on the one hand, and the use of this feedback by the receiver on the other hand. * Title Page --anything identifying the author should be on this page. AbstractThis article focuses on the use of online interactive peer feedback in higher education

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“…The use of computerized systems to support peer-assessment is still in its relative infancy (Davies, 2000;Bhalerao and Ward, 2001;Dennis and Dempster, 2000;Bostock, 2001;Lin, Liu and Yuan, 2001). The de-personalization caused by the use of such systems has obviously reduced the tutor-student contact with response to feedback.…”

Section: Introductionmentioning

confidence: 99%