ONLINE PEER ASSESSMENT TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND SOFT SKILLS
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Published
Dec 24, 2018
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Abstract
A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and soft skills. The use of online technologies has the potential to support and innovate frontal teaching lessons, also solving problems associated with lack of time and space in the standard lesson environment. To achieve the above objective, we included the collaborative activity of peer assessment within the online Genomics laboratory as a formative process for the second consecutive year. This experimental procedure was conducted entirely online, using the Moodle e-learning platform. The results reported in this paper are based on qualitative and quantitative analysis of the peer assessment process and on a questionnaire on the students’ subjective perception of this collaborative activity.
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References
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Hongli, L., Yao, X., Xiaojiao, Z., Mindy, L. K., Youngsun, L., Kyung, S. C., & Hoi, K. S. (2015). Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41(2), 245-264. doi:10.1080/02602938.2014.999746
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Lan, L., & Fei, G. (2015). The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education, 41(6), 885-900. doi: 10.1080/02602938.2015.1048185
Landry, A., Jacobs, S., & Newton, G. (2015). Effective use of peer assessment in writing assignment: a case study. International Journal of Higher Education, 4(1), 38-51. doi:10.5430/ijhe.v4n1p38
Li, L. (2011). How do students of diverse achievement levels benefit from peer assessment?. International Journal for the Scholarship of Teaching and Learning, 5(2). doi: 10.20429/ijsotl.2011.050214
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Mulder, R. A., Pierce, J.M., & Baik, C. (2014). Peer review in higher education: Student perception before and after participation. Active Learning in Higher Education, 15(2). doi:10.1177/1469787414527391
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Persico, D., Pozzi, F., & Sarti, L. (2009). Fostering collaboration in CSCL. In Encyclopedia of Information Communication Technology (pp. 335-340). Hershey, NY, USA: IGI Global.
Stevens, D.D., & Levi, A.J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA, USA: Stylus.
Topping, K.J., Smith E.F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between post graduate students. Assessment and Evaluation in Higher Education, 25(2), 149-169. doi: 10.1080/713611428
Venables, A., & Summit, R. (2003). Enhancing scientific essay writing using peer assessment. Innovation in Education and Teaching International, 40, 281-290. doi:10.1080/1470329032000103816
Amendola, D., & Miceli, C. (2016). Online physics laboratory for university courses. Journal of E-learning and Knowledge Society, 12(3).
Aquario, D., & Grion, V. (2017). Valutazione per l’apprendimento: autovalutazione e valutazione fra pari in alcuni corsi dell’Università di Padova. In E. Felisatti, A. Serbati (Eds.), Sviluppare la professionalità docente e innovare la didattica universitaria. Milano, IT: Franco Angeli.
Bangert-Drowns, R., Kulik, C. L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Assessment of Educational research, 61, 213-238. doi:10.3102/00346543061002213
Bevitt, S. (2015). Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education, 40(1), 103–119. doi:10.1080/02602938.2014.890170
Chao, I. T., Saj, T., & Hamilton, D. (2010). Using collaborative course development to achieve online course quality standards. International review of research in open and distance learning, 11(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/912/1644
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher, 1, 3-31. Retrieved from http://eprints.glos.ac.uk/3609/
Grion, V., Serbati, A., Tino, C., & Nicol, D. (2017). Ripensare la teoria della valutazione e dell’apprendimento all’università: un modello per implementare pratiche di peer review. Italian Journal of Educational Research, 19. Retrieved from http://ojs.pensamultimedia.it/index.php/sird/article/view/2554
Guilford, W. (2001). Teaching peer review and the process of scientific writing. Advances in Physiology Education, 25, 167-175. doi:10.1152/advances.2001.25.3.167
Hafner, J., & Hafner, P. (2010). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer‐group rating. International Journal of Science Education, 25(12), 1509-1528. doi: 10.1080/0950069022000038268
Hanrahan, S., & Isaac, G. (2010). Assessing self- and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70. doi:10.1080/07294360123776
Hongli, L., Yao, X., Xiaojiao, Z., Mindy, L. K., Youngsun, L., Kyung, S. C., & Hoi, K. S. (2015). Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41(2), 245-264. doi:10.1080/02602938.2014.999746
Kreber, C., Anderson, C., Entwhistle, N., & McArthur, J. (2014). Advances and innovations in university assessment and feedback. Edinburgh, UK: Edinburgh University Press.
Lan, L., & Fei, G. (2015). The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education, 41(6), 885-900. doi: 10.1080/02602938.2015.1048185
Landry, A., Jacobs, S., & Newton, G. (2015). Effective use of peer assessment in writing assignment: a case study. International Journal of Higher Education, 4(1), 38-51. doi:10.5430/ijhe.v4n1p38
Li, L. (2011). How do students of diverse achievement levels benefit from peer assessment?. International Journal for the Scholarship of Teaching and Learning, 5(2). doi: 10.20429/ijsotl.2011.050214
Likert, R. (1932). A technique for the measurement of attitudes. New York archives of Psychology, 22(140), 5-55.
Mulder, R. A., Pierce, J.M., & Baik, C. (2014). Peer review in higher education: Student perception before and after participation. Active Learning in Higher Education, 15(2). doi:10.1177/1469787414527391
Nicol, D., Thomson, A., & Breslin, C. (2013). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. doi: 10.1080/02602938.2013.795518
Persico, D., Pozzi, F., & Sarti, L. (2009). Fostering collaboration in CSCL. In Encyclopedia of Information Communication Technology (pp. 335-340). Hershey, NY, USA: IGI Global.
Stevens, D.D., & Levi, A.J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA, USA: Stylus.
Topping, K.J., Smith E.F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between post graduate students. Assessment and Evaluation in Higher Education, 25(2), 149-169. doi: 10.1080/713611428
Venables, A., & Summit, R. (2003). Enhancing scientific essay writing using peer assessment. Innovation in Education and Teaching International, 40, 281-290. doi:10.1080/1470329032000103816