Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies

Stepanyan, Karen; Mather, Richard C.; Jones, Hamilton; Lusuardi, Carlo

doi:10.1007/978-3-642-03426-8_44

Cited by 24 publications

(19 citation statements)

References 12 publications

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“…Moreover, the students in this study highly valued peer assessment confirming the study by [14] and [15].…”

Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 86%

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Students' Peer Assessment and Perception on ICT-based Instructional Media

Noortyani¹

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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-Instructional media play an important role in supporting teaching and learning process, especially in the era of ICT nowadays. The use of the media needs a careful preparation, planning as well as effective implementation in order that the media would optimally enhance the teaching and learning process. This study reported the result of a training which was given to the students who took Instructional Media and ICT course on how to design and apply PowerPoint presentation and video appropriately in teaching and learning process. More particularly, the problem of the study was addressed to investigate the students' peer assessment and perception on the use of PowerPoint presentation and video as ICT-based instructional media. This study used descriptive explanatory design and employed questionnaires as the instrument. After the students joined the training, they were asked to utilize the media in teaching Bahasa Indonesia Subject and subsequently fill in questionnaires to give peer assessment on their peers' performance in utilizing the media in the teaching and learning process. They also stated their perception in the given questionnaire. The results of the questionnaire were analyzed by using descriptive statistics. The results showed that the students generally gave positive peer assessment to their peers' performance. This study also suggested that the training helped them in designing and applying the media appropriately to support the learning objective. Training in using instructional media is considered beneficial for the optimal implementation of the media in the classroom context.

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“…Moreover, the students in this study highly valued peer assessment confirming the study by [14] and [15].…”

Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 86%

“…Peer assessment has been considered beneficial in promoting student learning, enhancing student understanding on the work they should make, and improving student performance [12] [13]. A number of studies have shown positive perception of students with regard to peer assessment [14][15].…”

Section: Introductionmentioning

confidence: 99%

Students' Peer Assessment and Perception on ICT-based Instructional Media

Noortyani¹

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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“…These types of activities must be properly selected in order to encourage students' participation (Villalobos, 2003); classroom activities are also important to get students involved in the learning process (Stepanyan et al, 2009). …”

Section: Activities and Resources For Teaching Listening And Speakingmentioning

confidence: 99%

EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

González¹,

Ochoa²,

Cabrera³

et al. 2015

ELT

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Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in the towns of Zamora and Yantzaza. The participants included 188 students between the ages of 15 and 18 years, and 10 English teachers in the area. This study was conducted using a mixed-method (quantitative and qualitative) approach. The instruments to collect information were students' and teachers' questionnaires, teacher's interviews, and observation sheets. In addition, the Cambridge English Unlimited Placement Test was applied in order to determine the students' English proficiency level of listening and speaking skills. The findings revealed that the completion of exercises based on a listening passage and dialogues were the most frequent activities used by students to practice listening in the classroom; meanwhile, dialogues and repetition drills were the most frequent activities applied to develop speaking. With respect to extracurricular activities, listening to English music with lyrics, watching videos, discussions, and conversations with native speakers were most frequently suggested for enhancing listening and speaking. Among the resources, audio CDs and textbooks were the most frequent aids to prompt listening and speaking activities.

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“…Research reports that interpersonal variables, in the absence of anonymity, likely moderate how students apply the peer review procedure (Van Gennip, Segers, & Tillema, 2009;Stepanyan et al, 2009). More precisely, factors such as peer pressure and fear of disapproval when assigning low scores can affect the outcomes of classmates' respective assessments.…”

Section: Mismatch: Expectations Vs Experiencementioning

confidence: 99%

“…In principle, by creating systematic opportunities for classmates to assess and constructively criticize each other's works, the peer review process reportedly promotes engagement on a variety of intellectual, social, and operational fronts. Completing the assigned responsibility of formally assessing their classmates' work, an often unprecedented charge, promotes several drivers of student engagement, including motivation, reflection, autonomy, self-efficacy, diplomacy, problem-solving, and responsibility (Boud & Falchikov, 2007;Stepanyan, Mather, Jones, & Lusuardi, 2009). Done well, Mulder, Pearce, and Baik (2014) conclude, peer reviews "nurture an impressively wide array of generic skills related to giving and accepting criticism, which are of fundamental importance in any professional workplace.…”

Section: Introductionmentioning

confidence: 99%

Peer Assessment within Hybrid and Online Courses: Students’ View of Its Potential and Performance

Sullivan

Watson

2015

JEI

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The scale and scope of online education increasingly expand. In tandem, interest grows among educators and scholars in understanding the personal and contextual factors that moderate the efficient design and effective delivery of an online course. This paper looks at a theoretically robust method, peer assessment administered by the Canvas learning management system, and evaluates its potential and performance in university-level hybrid and online courses. Cross-sectional data profile students' views, both prior to as well as post-experience, of aspects of the peer review process. Frequency analyses, mean comparisons, and t-tests highlight students' initial strong, positive agreement with the potential but then, post-experience, weaker support of the value of peer assessment. Controlling for time and place, in terms of hybrid versus online sections, did not moderate this outcome. Collectively, these results call for refining our interpretation of the utility of peer assessment to promoting student engagement. We evaluate the moderating influence of anonymity and the social dynamic of self-directed learning, particularly given the implications of the "anytime, anyplace" instrumentality of online education. We close with a series of pedagogical recommendations.

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Student Engagement with Peer Assessment: A Review of Pedagogical Design and Technologies

Cited by 24 publications

References 12 publications

Students' Peer Assessment and Perception on ICT-based Instructional Media

Students' Peer Assessment and Perception on ICT-based Instructional Media

EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

Peer Assessment within Hybrid and Online Courses: Students’ View of Its Potential and Performance

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