Does evaluating peer assessment accuracy and taking it into account in calculating assessor’s final score enhance online peer assessment quality?

Hoang, Loc Phuoc; Le, Hieu Thanh; Hung, Tran Van; Phan, Thanh Chi; Vo, Duc M.; Le, Phuong Anh; Nguyen, Dinh Tam; Pong-inwong, Chakrit

doi:10.1007/s10639-021-10763-1

Cited by 11 publications

(5 citation statements)

References 39 publications

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“…Learning with peers is a key skill required for lifelong learning and, according to the literature, OPA enhances learning efficiency and student critical thinking while fostering the development of essential professional skills such as higher-order thinking skills, motivation, responsibility, and autonomy [39,40]. Being able to autonomously and critically assess their own performance and that of a peer within the required standards implicates students in a self-reflection process that promotes their understanding of the learning content, stimulates them to explore and justify their own artefacts, and strengthens their critical thinking [33,38,[41][42][43].…”

Section: The Pract Model: An Alternative Digital Assessment Frameworkmentioning

confidence: 99%

“…Similarity is one of the reference criteria which contributes to the quality of competency based e-assessment tasks and refers precisely to the resemblance of the tasks to real-world contexts. OPA is known for fostering soft skills useful for students' job placement, such as critical thinking, self-assessment, responsibility, autonomy, and team building [33,[38][39][40][41][42][43]. Consequently, in the survey, all the students agreed that participating in the OPA tasks contributed to the development of assessment and analytical skills, digital competencies, critical reasoning, and the promotion of collaborative learning through contact with other points of view.…”

Section: Authenticity Dimensionmentioning

confidence: 99%

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Online Peer Assessment for Learning: Findings from Higher Education Students

Loureiro

Gomes

2023

Education Sciences

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Assessment practices in the higher education (HE) context have undergone profound changes over recent years, particularly regarding their purpose, strategies, and available resources. This exploratory study seeks to analyze, through the perceptions of HE students, the contribution and adequacy of an assessment for learning strategy, namely, online peer assessment (OPA), inspired by the conceptual framework of the PrACT Model, a framework which aims to contribute to the dissemination of alternative assessment practices. The main data collection technique used was the survey questionnaire and the study participants (n = 16) were students from a higher education institution in Portugal. Results point to the lack of student experience in the practice of OPA and are discussed in conformity with the dimensions of the PrACT framework. OPA is considered, from the student’s perspective, an adequate alternative digital assessment strategy, contributing to student motivation as well as to the development of cognitive, metacognitive, and digital skills.

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Section: The Pract Model: An Alternative Digital Assessment Frameworkmentioning

confidence: 99%

Section: Authenticity Dimensionmentioning

confidence: 99%

Online Peer Assessment for Learning: Findings from Higher Education Students

Loureiro

Gomes

2023

Education Sciences

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“…This is consistent with some of our findings. Likewise, Hoang et al [39] found that students could improve their fairness and accuracy on peer assessments when they realize that their responses to other team members as well as their own work are taken into account in the calculation of their grades.…”

Section: E Peer Assessmentmentioning

confidence: 99%

“…Therefore, peer assessments are an important assessment tool to evaluate individual contributions. Finally, Hoand et al [39], observed a positive attitude of students toward peer assessment activities when they saw that their answers were considered in the grading system.…”

Section: E Peer Assessmentmentioning

confidence: 99%

On the Impact of Grading on Teamwork Quality in a Software Engineering Capstone Course

et al. 2023

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Every semester, we deliver a capstone course on software engineering where students undertake a real-world project in three iterations. By the end of each iteration, students are graded in several dimensions: software quality, project management, and peer assessment. The latter is the only grade assigned individually; therefore, students who are penalized by their teams (e.g., for being perceived as low contributors to the team effort) are not severely affected. This results in little incentive for improvement, which potentially jeopardizes the overall quality of the project outcome. Envisaging to promote team cohesion, we devised a new grading rule: if the peer assessment of a student is lower than a threshold, that would be their final grade in the iteration. This paper reports the results of studying the effectiveness of the proposed rule. We recorded peer assessments over six consecutive semesters: (1) the first three as the baseline measure;(2) the semester where we introduced the new grading rule; and (3) the following two semesters, as a contrast. When the rule was first introduced, peer assessments resulted low and heavily spread at the beginning, but they consistently improved toward the end of the semester. When the instructional team already trusted the rule and explicitly emphasized its application, peer assessments consistently grew along the semester but resulted in fewer outliers. The study results show that exposing peer assessments earlier on helps promote team reflection. They also made evident the positive impact of teamwork for producing quality products in a software engineering capstone course.INDEX TERMS Capstone course, software engineering education, teamwork.

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“…The link between learning and assessment activities has come closer over the years. Research on peer assessment has proven it to be a successful learning strategy and an assessment solution for enhancing learning efficiency as it helps students identify their strengths and weaknesses, while fostering collaborative learning [22].…”

Section: Effects Of Opa On Student Learning Performancementioning

confidence: 99%

The Impact of Online Peer Assessment on Student Learning in Higher Education: A Systematic Review of Literature

Loureiro¹,

Gomes²

2022

EDULEARN Proceedings

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In recent years, the educational processes and scenarios have slowly aimed at empowering the students with 21 st century skills as well as core competencies required for career readiness [1]. This means shifting focus from a knowledge-based to a competency-based curriculum which promotes the development of skills such as autonomy, responsibility, critical thinking, and self-awareness. At the same time, with the accelerated digital transformation, technology is expected to occupy an unprecedented position in classrooms. Learning assessment practices must respond to this combination of circumstances. A new evaluation culture [2] has emerged where the student is an active participant and this is expected to produce a positive impact on students' educational outcomes and cognitive development.Studies on alternative digital assessment [3] [4] indicate that an important contribution to the development of lifelong learning skills and sustainable assessment practices is Online Peer Assessment (OPA). "Peer assessment (also called peer review) is a collaborative learning technique based on a critical analysis by learners of a task or artefact previously undertaken by peers" (p.72) [5]. Beyond the grading procedure, the literature emphasizes the active and self-regulatory learning process enhancing student critical thinking and fostering the development of essential professional skills.To understand the importance of OPA in higher education, a systematic review of literature was carried out considering the following research question: In what dimensions could OPA, as an alternative digital assessment practice, impact student learning in higher education? A literature search was conducted in the online portal B-on and SCOPUS database, restricted to the years 2017 to 2021. Only peer-reviewed studies published in English or Portuguese and with full-text access were taken into consideration.Through a rigorous documented systematic literature review scoping process [6], studies were screened and analyzed. Findings were divided into two main categories which provide evidence on the positive impact of OPA on enhanced student learning. On the one hand, the implementation of OPA in higher education is an effective assessment technique which stimulates student performance and facilitates the acquisition of knowledge, while fostering self-awareness and critical thinking and improving metacognitive and collaborative skills. On the other hand, students are generally motivated to participate in OPA, acknowledging the several benefits presented. The creation of OPA contexts in higher education is strongly encouraged based on the results of these studies.

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Does evaluating peer assessment accuracy and taking it into account in calculating assessor’s final score enhance online peer assessment quality?

Cited by 11 publications

References 39 publications

Online Peer Assessment for Learning: Findings from Higher Education Students

Online Peer Assessment for Learning: Findings from Higher Education Students

On the Impact of Grading on Teamwork Quality in a Software Engineering Capstone Course

The Impact of Online Peer Assessment on Student Learning in Higher Education: A Systematic Review of Literature

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