Online-based Rubric for Peer Assessment: Effectiveness and Implications

Abstract

This study investigates using technology to promote authentic and meaningful learning in applying a peer assessment rubric for a public speaking assessment in a higher education institution in Brunei Darussalam. Three hundred six undergraduates from Universiti Teknologi Brunei's Schools of Business, Computing, and the Engineering Faculty conducted the assessments in real-time using online-based rubrics accessible via their smartphones or laptops. Comparisons were made between the lecturers' marks and students for each rubric criterion, and a set of questionnaires was distributed to investigate students' perceptions toward the peer assessment after the assessment. The results indicated a variable discrepancy between assessments by the lecturers and students for the rubric criteria. While in some disciplines, peer marking was found to overmark compared to the lecturer by more than 15%, in other cases, the marks were similar. Comparison between peer and lecturer assessment indicated that the level of agreement was sensitive to the lecturer, but less so between student cohort when assessed by the same lecturer. When differences were observed, there was no apparent discrepancy in an agreement between aspects of the rubric which evaluated content or delivery. Students’ feedback revealed a positive response towards peer assessment but highlighted issues surrounding the technological aspects of the implementation process.

Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender

“…The application of web-based assessment in developing countries will enable students to carry out learning and assessment anywhere so that they will be able to make students more comfortable accessing learning and assessment (Selvanathan, Hussin & Azazi, 2020;Zalat, Hamed & Bolbol, 2021). In developing countries in ASEAN, the application of web-based assessment will make countries increasingly create the quality of the internet and technology so that they will be able to make a long-term impact in the form of significant technological improvements that will make future assessments and learning technology-based (Lee et al, 2021;Zarei & Mohammadi, 2021). The substantial use of web-based assessment is being able to overcome multicultural barriers so that it will be able to make assessment systems in developing countries able to collaborate with developed countries and will have an impact on more effective assessments (Zoroja, Skok & Bach, 2015) Students' perceptions of using web-based character assessment in science learning based on gender differences can show how the website is used in the assessment process.…”

“…Brunei conducts an online-based assessment that can be accessed via a smartphone or laptop, encouraging feedback (Lee, Hassel, Salleh & Munohsamy, 2021). Cambodia has delivered an assessment transforming into a digital assessment (Sin, Sothy, Phirom & Tineke, 2020).…”