Utilizing peer interactions to promote learning through a web-based peer assessment system

Li, Lan; Steckelberg, Allen L.; Srinivasan, Sribhagyam

doi:10.21432/t21c7r

Cited by 15 publications

(10 citation statements)

References 14 publications

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“…While students acknowledged the value of peer feedback, some students complained about the poor quality of peer feedback that they received. In a third study, 38 undergraduate students (Li, Steckelberg & Srinivasan, in press), after experiencing an anonymous technology‐mediated peer assessment, responded to a post‐assessment survey and marked peer assessment as a worthwhile activity. However, when asked to report their least liked features, students called for more constructive and more detailed feedback.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Assessor or assessee: How student learning improves by giving and receiving peer feedback

Liu

Steckelberg

2010

Brit J Educational Tech

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295

184

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This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning. Theoretical frameworkPeer assessment is a process in which students evaluate the performance or achievement of peers (Topping, Smith, Swanson & Elliot, 2000). This innovative assessment approach aims to empower students and foster active learning. Peer assessment can provide summative grading when students rate each other's performance. But many cases focus also on formative goals, such as promoting student learning. In most formative peer assessment models, students act as both assessors and assessees. As assessors, they review peers' work and provide constructive feedback. As assessees, students receive feedback and may make improvements accordingly. Through such processes, peer assessment becomes a strategy for formative assessment and a tool for reflection by students (Cheng & Warren, 1999).

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Section: Theoretical Frameworkmentioning

confidence: 99%

Assessor or assessee: How student learning improves by giving and receiving peer feedback

Liu

Steckelberg

2010

Brit J Educational Tech

Self Cite

295

184

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“…This innovative assessment approach aims to empower students and foster active and collaborative learning. Although peer assessment can be either formative or summative, many peer assessment studies focus on formative goals to promote students' learning (Davies, 2000; Li & Steckelberg, 2005, 2006; Li, Steckelberg & Srinivasan, 2008; Prins, Sluijsmans, Kirschner & Strijbos, 2005). In most formative peer assessment models, students act as both the assessors and assessees.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Traditional peer assessment activities are usually carried on with paper and with pencil. In the past two decades, as computers and the Internet become essential educational tools, technology‐facilitated peer assessment systems have been gaining more popularity and have been recognised as a promising tool (Li et al , 2008). Compared to paper‐based systems, administering peer assessment online has noteworthy advantages, such as accommodation of multimedia elements, ease of data collection and compiling, and opportunity for online peer interaction without time and location constraints (Li et al , 2008; Sung, Chang, Chiou & Hou, 2005).…”

Section: Facilitating Websitementioning

confidence: 99%

Give and take: A re‐analysis of assessor and assessee's roles in technology‐facilitated peer assessment

Liu

Zhou

2011

Brit J Educational Tech

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The study examined how playing two roles as assessors and assessees in technologyassisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re-examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment.

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“…From the perspective of students, additional time on tasks such as attending assessment training, reviewing peers' work, and judging the value of peer feedback is warranted to complete a peer assessment activity. In addition to peer pressure and demand on time, Li, Steckelberg & Srinivasan (2008) also highlight two more barriers: students' ineptitude in understanding assessment criteria and their incapability of undertaking assessment. Students can conduct valid assessment and provide valuable feedback only when they understand how quality performance is defined.…”

mentioning

confidence: 99%

The effect of peer assessment on project performance of students at different learning levels

Gao

2015

Assessment & Evaluation in Higher Education

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Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer assessment and students' learning levels influenced students' project performance by using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the traditional discussion method. Students' learning levels were measured and divided into low-, average-and high-achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students' lesson plan project seemed to vary according to students' learning levels. While low-and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.

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Utilizing peer interactions to promote learning through a web-based peer assessment system

Cited by 15 publications

References 14 publications

Assessor or assessee: How student learning improves by giving and receiving peer feedback

Assessor or assessee: How student learning improves by giving and receiving peer feedback

Give and take: A re‐analysis of assessor and assessee's roles in technology‐facilitated peer assessment

The effect of peer assessment on project performance of students at different learning levels

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