Faculty acceptance of the peer assessment collaboration evaluation tool: a quantitative study

Podsiad, Megan; Havard, Byron

doi:10.1007/s11423-020-09742-z

Cited by 6 publications

(5 citation statements)

References 38 publications

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“…e findings of this study are in line with the findings presented in the second language learning environment [3,7,21]. ese studies emphasize self-assessment and its effect on learners' self-esteem, which leads to creativity and appropriate academic performance.…”

Section: Discussionsupporting

confidence: 89%

“…One of the most significant current discussions in the field of teaching and learning English as a Second/Foreign Language (ESL/EFL) is how to help learners to take responsibility for their own learning and how to use their knowledge to be independent in both learning and evaluation [7,8]. It has been said that learner autonomy can be considered one of the elements in language teaching [9].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Ebrahimi

Izadpanah

Namaziandost

2021

Education Research International

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One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Ebrahimi

Izadpanah

Namaziandost

2021

Education Research International

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“…There were five mentions of technology acceptance models in this review (Adiguzel et al, 2017;Combrinck & van Vollenhoven, 2020;Moreno-Ruiz et al, 2019;Podsiad & Havard, 2020) but there was no discernable pattern in how they applied to themes generated. The occurrences, however, raise attention to the importance that individual behaviour change (i.e., acceptance) has in terms of shifting educational practices as it relates to technology.…”

Section: Efficiency and Instructor Workloadmentioning

confidence: 90%

Technology-Integrated Assessment: A Literature Review

Madland,

Irvine,

DeLuca

et al. 2024

OTESSAJournal

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The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

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“…A positive learning attitude towards peer assessment activities might motivate learners to make a sustained effort (Wang et al, 2020). Because of this, many studies (e.g., Podsiad & Havard, 2020;Zou et al, 2017) have explored learners' attitudes towards participation in peer assessment activities. Ng and Yu (2021) have suggested that attitude towards participation may have an impact on participation behaviour, thereby indirectly affecting social network prestige.…”

Section: Attitude Towards Participationmentioning

confidence: 99%

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

Ma¹,

Du²,

2022

AJET

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The rise of teacher training in online interactive learning environments has contributed to teachers’ professional development and brought new vitality to the informatisation of education. Many researchers have reported that there is a participation gap in online interactive learning environments. Research on the factors influencing this is very important. Social network prestige, which measures the degree to which learners gain peer attention in directed social networks, is one of the important metrics to characterise the participation gap. In this study, we offered an online teacher training course, and 1438 in-service teachers from primary and secondary schools attended. Among them, we selected 457 in-service teachers who participated in the three peer assessment activities as the final participants. To analyse the factors influencing learners’ social network prestige in online peer assessment, we first conducted a partial least squares structural equation modelling analysis to construct a model of factors influencing social network prestige. Then, we adopted several semi-structured interviews to investigate learners' perspectives to provide an in-depth analysis of the factors influencing social network prestige. The purpose of this study was to gain insight into the participation gap in online interactions and make effective suggestions on how to improve learning performance in online peer assessment. Implications for practice or policy: Course designers could improve the design of the introduction to peer assessment to motivate learners and enhance their acceptance of the activities. Course designers could reduce participation gap by assigning work from low-prestige learners to high-prestige learners in a non-mandatory way later in the course.

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Faculty acceptance of the peer assessment collaboration evaluation tool: a quantitative study

Cited by 6 publications

References 38 publications

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Technology-Integrated Assessment: A Literature Review

A model of factors influencing in-service teachers’ social network prestige in online peer assessment

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