Peer assessment as collaborative learning: A cognitive perspective

Kollar, Ingo; Fischer, Frank

doi:10.1016/j.learninstruc.2009.08.005

Cited by 169 publications

(106 citation statements)

References 20 publications

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“…Their good understanding on what and how to use self and peer assessment provoked the student teachers to make more effort to apply them (Rolheiser & Ross, 2005), build positive learning atmosphere among peers, which make them learn how to see strengths and weaknesses (Kollar & Fischer, 2010), and be aware of what they mastered and did not master (McMillan & Hearn, 2008;Nortcliffe, 2012;Marhaeni & Artini, 2015). This result emphasises Ross (2006), Willey & Gardner (2009), Azarnoosh (2013, Sharma et al (2016), and Li & Chen (2016) that the accurate implementation of self and peer assessment is able to enhance students' enthusiasm, motivation and confidence to learn.…”

Section: Discussionmentioning

confidence: 99%

“…Working in cooperation can encourage the students to be more interactive to share what they understand or do not yet understand, what they obtain what they do not. This peer interaction can encourage them to learn from one another to get higher grade or improve achievement (Kollar & Fischer, 2010). It can increase enthusiasm in learning, so that they are able to develop academically, cognitively and emotionally (Vickerman, 2009).…”

Section: Self and Peer Assessmentmentioning

confidence: 99%

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Incorporating Self and Peer Assessment in Reflective Teaching Practices

Ratminingsih¹,

Artini²,

Padmadewi³

2017

INT J INSTRUCTION

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More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD). The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Self and Peer Assessmentmentioning

confidence: 99%

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Ratminingsih¹,

Artini²,

Padmadewi³

2017

INT J INSTRUCTION

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“…학생들은 동료에게 즉각적인 피드백을 제공하면서 논의의 질을 판단하는 능력을 향상시킬 수 있으며 (Larson, Britt, & Kurby, 2009), 학습 내용에 대해 서로 의견을 교환하는 일련의 동료평 가 활동을 통해 협력학습을 격려할 수 있다 (Spiller, 2009). 즉, 동료평 가 활동은 학습에서 학생들의 참여 문화를 촉진시키는 중요한 요소이 다 (Kollar & Fischer, 2012 (Nam et al, 2008). 이 프로그램은 의문 만들기, 실험설계 및 수행, 관찰, 주장과 증거, 읽기, 반성하기의 6단계로 구성되어 있다 (Keys et al, 1999;Nam et al, 2008 Ⅲ.…”

Section: 학습에서 학생들의 참여를 높이는 방법 중 하나는 평가 활동에 학생unclassified

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Lee¹,

Bak²,

Nam³

2015

Journal of The Korean Association For Science Education

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This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

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“…논의 활동에서 동료평가는 2명 이상의 학생 사이에서 일어나는 협력적 활동이므로 학습 내용에 대해 서로 피드백을 제공하는 과정을 통해 학습을 향상시킬 수 있으 며 (Kollar & Fischer, 2012;Spiller, 2009), 동료들에게 즉각적인 피드 백을 제공하면서 논의의 질을 판단하는 능력을 향상시킬 수 있다 (Larson, Britt & Kurby, 2009). 또한 자기평가활동을 통해 학생들은 자신이 알고 있는 것에 대해 점검하고 평가하는 메타인지능력을 향상 시킬 수 있다 (Biggs & Moore, 1993;Boud & Falchikov, 2007).…”

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“…또한 자기평가활동을 통해 학생들은 자신이 알고 있는 것에 대해 점검하고 평가하는 메타인지능력을 향상 시킬 수 있다 (Biggs & Moore, 1993;Boud & Falchikov, 2007). 이처 럼 논의 활동에서도 피드백 및 평가의 기회를 학생들에게 제공하는 학생 평가활동은 학생의 참여 문화를 촉진시킬 수 있다 (Kollar & Fischer, 2012).…”

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Impact of Student Assessment Activities on Reflective Thinking in High School Argument-Based Inquiry

Seonwoo¹,

Nam²

2016

Journal of The Korean Association For Science Education

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This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

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Peer assessment as collaborative learning: A cognitive perspective

Cited by 169 publications

References 20 publications

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Impact of Peer Assessment Activities on High School Student's Argumentation in Argument-Based Inquiry

Impact of Student Assessment Activities on Reflective Thinking in High School Argument-Based Inquiry

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