Variability in students' evaluating processes in peer assessment with calibrated peer review.
This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web-based application that facilitates peer assessment of writing. One hundred and thirty-two students in an in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 2; pp. 178 - 191 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121570534&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121570534 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2017 vid: 33 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 121570534 121570534 121570534 10.1111/jcal.12176 121570534 ppf: 178 ppct: 13 formats: tig: atl: Variability in students' evaluating processes in peer assessment with calibrated peer review. aug: au: Russell, J. Van Horne, S. Ward, A.S. Bettis, E.A. Gikonyo, J. affil: The University of Iowa, IA, USA sug: subj: Calibration Peer Review Educational Measurement Peer Assistance Programs Learning Peer Group Perception Surveys Writing Human Students Reliability Validity Male Female Ethnic Groups Online Services Focus Groups Interviews One-Way Analysis of Variance Wilcoxon Rank Sum Test Male Female ab: This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web-based application that facilitates peer assessment of writing. One hundred and thirty-two students in an introductory environmental science course participated in the study. Two self-reported surveys and a focus group interview were administered during the semester. The peer assessment data and demographic information were collected at the end of the semester. Although the study results support the agreement between peers and an expert, the variations in a group and individual level were found, in particular, when students evaluated mid-quality or low-quality writings regardless of their reviewing ability. Students tended to perceive that the process of evaluating peers' and own writings was helpful in their learning. Further, students' positive perceptions of peer assessment were associated with their understanding of the values of peer assessment tasks and their perceptions of achieving the course goal. We concluded that instructors should provide specific guidelines for how to decide a rating, use actual students' essays instead of instructor-developed samples to train students and require written explanation for rubric questions to reduce variation in students' ratings and promote learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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