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J. Sitthiworachart - One of the best experts on this subject based on the ideXlab platform.
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effective Peer Assessment for learning computer programming
Technical Symposium on Computer Science Education, 2004Co-Authors: J. SitthiworachartAbstract: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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Web-based Peer Assessment system with an anonymous communication tool
IEEE International Conference on Advanced Learning Technologies 2004. Proceedings., 2004Co-Authors: J. SitthiworachartAbstract:Peer Assessment is a technique that has been successfully employed in a variety of academic disciplines, and it is considered as effective in developing students' higher cognitive skills. This paper describes the potential for Web-based Peer Assessment with an anonymous communication tool, and reports the results of applying a novel Web-based technology to the delivery of Peer Assessment in the context of an undergraduate computer programming course.
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Web-based Peer Assessment in learning computer programming
Proceedings 3rd IEEE International Conference on Advanced Technologies, 2003Co-Authors: J. SitthiworachartAbstract:Peer Assessment is a method of motivating students in learning computer programming, involving student's marking and providing feedback on other student's work. We report on the design and implementation of a novel Web-based Peer Assessment system, and discuss its deployment on a large programming module. The results indicate that this Peer Assessment system has successfully helped students to develop their understanding of computer programming.
Albert Pilot - One of the best experts on this subject based on the ideXlab platform.
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design principles and outcomes of Peer Assessment in higher education
Studies in Higher Education, 2006Co-Authors: Ineke Van Den Berg, Wilfried Admiraal, Albert PilotAbstract:This study was aimed at finding effective ways of organising Peer Assessment of written assignments in the context of teaching history at university level. To discover features yielding optimal results, several Peer Assessment designs were developed, implemented in courses and their learning outcomes evaluated. Outcomes were defined in terms of the revisions students made, the grades of the written products, and the perceived progress of products and writing skills. Most students processed Peer feedback and perceived improvement in their writing as a result of Peer Assessment. Significant differences between grades of groups using or not using Peer Assessment were not found. Most teachers saw better‐structured interaction on the subject of writing problems in their classes. Important design features seemed to be the timing of Peer Assessment, so that it will not coincide with staff Assessment, the Assessment being reciprocal, and the Assessment being performed in feedback groups of three or four students.
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Peer Assessment in university teaching evaluating seven course designs
Assessment & Evaluation in Higher Education, 2006Co-Authors: Ineke Van Den Berg, Wilfried Admiraal, Albert PilotAbstract:Peer Assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of Peer Assessment focuses on the contribution of Peer Assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of Peer Assessment. Factors included in this study are: the quality of Peer Assessment activities, the interaction between students in oral Peer feedback, students’ learning outcomes, and their evaluation of Peer Assessment. Most students took assessing the work of their fellow students seriously, and included the Peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For Peer Assessment, we recommend a combination of written and oral Peer feedback.
Michele Groves - One of the best experts on this subject based on the ideXlab platform.
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Peer Assessment in problem based learning a qualitative study
Advances in Health Sciences Education, 2007Co-Authors: Tracey Papinczak, Louise Young, Michele GrovesAbstract:Peer Assessment provides a powerful avenue for students to receive feedback on their learning. Although student perceptions of Peer Assessment have been studied extensively in higher education, little qualitative research has been undertaken with medical students in problem-based learning (PBL) curricula. A qualitative study of students’ attitudes to, and perceptions of, Peer Assessment was undertaken within the framework of a larger study of metacognition with first-year medical students at the University of Queensland. A highly structured format for provision of feedback was utilised in the study design. Many recommendations from the higher education literature on optimal implementation of Peer-Assessment procedures were put into practice. Results indicated the existence of six main themes: (1) increased responsibility for others, (2) improved learning, (3) lack of relevancy, (4) challenges, (5) discomfort, and (6) effects on the PBL process. Five of these themes have previously been described in the literature. However, the final theme represents a unique, although not unexpected, finding. Students expressed serious concerns about the negative impact of Peer Assessment on the cooperative, non-judgmental atmosphere of PBL tutorial groups. The practical implications of these findings are considered.
Dominique Sluijsmans - One of the best experts on this subject based on the ideXlab platform.
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A conceptual framework for integrating Peer Assessment in teacher education
Studies in Educational Evaluation, 2020Co-Authors: Dominique Sluijsmans, Frans J. PrinsAbstract:Abstract Peer Assessment can be a valuable learning tool in teacher education because it supports student teachers to acquire skills that are essential in their professional working life. This article presents a conceptual framework in which the training of Peer Assessment skills by means of Peer Assessment tasks is integrated in teacher education courses. Theories about constructive alignment, student involvement, instructional design, and performance Assessment underlie the framework. Furthermore, two recently published empirical studies will be briefly described to provide empirical support for the value of the framework. Results of these studies show that the framework offers powerful guidelines for the design and integration of Peer Assessment activities in teacher training courses. In general, the Peer Assessment tasks that were embedded in the courses led to a general improvement in students' Peer Assessment skills as well as their task performance in the domain of the course. Implications for course and curriculum design are discussed.
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unravelling Peer Assessment methodological functional and conceptual developments
Learning and Instruction, 2010Co-Authors: Janwillem Strijbos, Dominique SluijsmansAbstract:Peer Assessment is an educational arrangement where students judge a Peer's performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for Peer Assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of Peers' and teachers' ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in Peer Assessment research. This implies sound (quasi-)experimental studies, the definition of specific Peer Assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research.
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formative Peer Assessment in a cscl environment a case study
Assessment & Evaluation in Higher Education, 2005Co-Authors: Frans J. Prins, Dominique Sluijsmans, Paul A Kirschner, Janwillem StrijbosAbstract:In this case study our aim was to gain more insight in the possibilities of qualitative formative Peer Assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which Peer Assessment was operationalized in Assessment assignments and Assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The Assessment assignments contained the discussion of Assessment criteria, the Assessment of a group report of a fellow group and writing an Assessment report. A list of feedback rules was one of the Assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards Peer Assessment and practical use of Peer Assessment assignments and tools. Results showed that students’ attitude towards Peer Assessment was positive and that Assessment assignments had added value. Ho...
David T Stern - One of the best experts on this subject based on the ideXlab platform.
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medical students views on Peer Assessment of professionalism
Journal of General Internal Medicine, 2005Co-Authors: Louise Arnold, Carolyn K Shue, Barbara Kritt, Shiphra Ginsburg, David T SternAbstract:BACKGROUND: Although Peer Assessment holds promise for assessing professionalism, reluctance and refusal to participate have been noted among learners and practicing physicians. Understanding the perspectives of potential participants may therefore be important in designing and implementing effective Peer Assessment.