Peer learning and learning‐oriented assessment in technology‐enhanced environments

Keppell, Mike; Au, Eliza; W., Ada W.; Chan, Christine M.

doi:10.1080/02602930600679159

Cited by 125 publications

(90 citation statements)

References 8 publications

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“…What we need to do is emphasise the group output or collective output and encourage students to provide peer feedback in developing this output. Peer assessment is about students providing feedback to each other for the benefit of the collective effort (Keppell et al, 2006).…”

Section: Resultsmentioning

confidence: 99%

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A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

2009

IISIT

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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technologyenhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group's growth (learning process), and the intergroup review, which gained from peers' feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.

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Section: Resultsmentioning

confidence: 99%

“…It should be about finding out about the quality of students' learning and of teaching more effectively, as it allows an examination of what the student knows and does not know (Keppell, Au, Ma, & Chan, 2006). Ideally assessments "encourage interest, commitment and intellectual challenge" (Ramsden, 2003, p. 180).…”

Section: Role Of Assessmentmentioning

confidence: 99%

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

2009

IISIT

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“…Así pues, para plantear y ejecutar con éxito en el aula experiencias de evaluación entre iguales, la metodología docente debe ser flexible y estar abierta a la colaboración y la participación de los estudiantes (Bretones, 2008). Por tanto, a su vez será conveniente favorecer el desarrollo de ambientes de aprendizaje auténticos donde se compartan significados y se construya conjuntamente el conocimiento, ofreciendo, además, amplias oportunidades de interacción social (Keppell y otros, 2006).…”

Section: Introductionunclassified

Evaluación de pares y autoevaluación con erúbricas: caso de estudio en el grado de Educación Primaria

Galán

Robles

Galiano

2014

REDU

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Este trabajo trata de analizar hasta qué punto los alumnos son capaces de evaluar sus propios aprendizajes y los de sus compañeros (evaluación entre pares y autoevaluación) a través de la erúbrica, conociendo estándares y criterios de evaluación propuestos por el profesorado en la configuración, diseño y desarrollo de la evaluación de proyectos. Esta forma de evaluar y autoevaluarse presupone en el Nuevo Espacio Europeo de Educación Superior que el alumno asuma un papel más activo en el proceso de enseñanza y que la propia evaluación le sirva de aprendizaje en la consecución de las competencias profesionales. Así el uso de las nuevas tecnologías en procesos de evaluación autorregulada permite que el alumno alcance un rendimiento óptimo, eficaz y de calidad tanto en la propuesta de contenidos, como en el desarrollo de los mismos ante el grupo, considerando el acto de evaluar como un proceso de mejora y de aprendizaje, a través de herramientas como la erúbrica que favorecen la “evaluación total”; es decir, la asunción de todas las competencias básicas. Este estudio se ha llevado a cabo en el curso académico 2011-2012, durante dos semestres con asignaturas troncales distintas (Teoría y Política de la Educación Infantil y Hacia una escuela inclusiva: modelos y prácticas) y con idénticos grupos (Grupo de 1º de grado de infantil A-grupo experimental- y Grupo de 1º de grado de infantil B-grupo control). El presente trabajo expone los resultados de la evaluación entre pares y la autoevaluación a través de la puesta en práctica de proyectos, donde los alumnos evalúan a sus compañeros y se autoevalúan, comparando los resultados con la evaluación que realiza el profesor de los grupos y de cada alumno de forma individual.

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“…Peer revision has gained widespread acceptance in modern advanced writing classrooms as learning and assessment tool and is increasingly being experimented for its use as an interactive peer learning and assessment tool in online writing classes and technology-enhanced environments (Keppell et al 2006;Knight & Steinbach 2011). Peer revision is a process whereby learners evaluate one another's work for better quality writing.…”

Section: Introductionmentioning

confidence: 99%

Exploring Peer Revision as a Strategy in the ESL Writing Classroom

Attan

Khalidi

2015

SHS Web of Conferences

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One of the issues affecting the efficacy of peer revision in the writing classroom is that of the knowledge of peer reviewers. Do peer reviewers have sufficient knowledge of content and language to critique the works of their peer writers? Do they provide feedback on content as much as they do for language? Proponents of social constructivism posit that learners learn best when they are involved in exploring, discovering and transforming their ideas and those of their peers through interaction, negotiation and collaboration. In the writing classroom, student writers and reviewers are given the opportunity to build meaning based on their own experiences. This study examined the types of comments made by Malay ESL peer reviewers and their perceived usefulness towards improving peer writers' composition. Comments on peer writing were collected from ten upper secondary school peer reviewers for equal number of peer writers through reviewer feedback form, peer conferencing session, reviewer field notes and writers' multiple drafts. Findings of the study show that peer reviewers were able to provide revisions in both areas of content and language. Additionally, the strategies used to providing feedback on content included alteration and reordering, clarification and suggestion, as well as praise and criticism. Overall peer revision has a positive impact on writing and this has implications for teaching and learning, more so for teachers who are overburdened with marking.

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Peer learning and learning‐oriented assessment in technology‐enhanced environments

Cited by 125 publications

References 8 publications

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills

Evaluación de pares y autoevaluación con erúbricas: caso de estudio en el grado de Educación Primaria

Exploring Peer Revision as a Strategy in the ESL Writing Classroom

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