Supporting peer assessment of individual contributions in groupwork

Raban, Ryszard; Litchfield, Andrew

doi:10.14742/ajet.1272

Cited by 29 publications

(15 citation statements)

References 11 publications

(14 reference statements)

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“…Scholars are investigating how embedding questions and graphics into mtechnology accessible instructional resources can engage learners in questioning their own knowledge. Researchers are also conducting m-technology studies focused on approaches to teaching and learning that regard learning as leading to understanding rather than learning as social practice Raban & Litchfield, 2007;Stead, 2006). Still other researchers are investigating the viability of mtechnologies in supporting distance learners and those who have no other access to higher education because of distance and poor ICT infrastructure (Viljoen, Du Preez, & Cook, 2005;Vosloo & Botha, 2009).…”

Section: Scholarly Work On M-technologiesmentioning

confidence: 99%

Literature on the safe and disruptive learning potential of mobile technologies

Koszalka

Ntloedibe-Kuswani

2010

Distance Education

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Worldwide growth in use of mobile phones has fostered the emergence of mobile learning. Mobile technologies are used both in classrooms to support instruction (safe) and as tools that significantly change instructional activities, learner roles, and learning location (disruptive). Learners become less consumers of information and more collaborators, researchers, and publishers on-the-go (Stead, 2006). Scholarship in m-learning is scarce and lacks rigor (McNeal & van't Hooft, 2006). Even with increasing numbers of investigative studies there are still significant gaps in the literature . Little is understood about when mtechnology is most useful and what constitutes good m-learning. A review of a broad range of investigative cases is presented and critiqued with suggestions for further research. Although both classroom-based and distance education topics are discussed, the distance education scholar and practitioner may benefit from learning more about these emerging technologies being used in face-to-face instruction. IntroductionAlthough personal computers, laptops, interactive whiteboards, and projection devices have been shown to benefit instructional tasks, their design, cost, usability, and mobility are nevertheless problematic (Anderson, 2006). The size, ease of use, portability, prevalence, and advanced features of mobile technologies (e.g., voice, display, Internet access, interactivity) have sparked interest in integrating these technologies into instructional environments. However, the educational applications of m-technologies are still poorly understood, as is what constitutes good m-learning. A review of a broad range of case studies representing different types of investigations is presented and critiqued with suggestions for further research.Using m-technologies in instructionally sound ways offers two advantages. Mtechnologies can effectively bring community instructional resources and activities from the outside into the classroom (Anderson, 2006;Stead, 2006), bringing similar benefits to those that were seen when computer technologies were first integrated into classroom settings. M-technologies, because of their portable and connective nature, can also easily provide learners with resources and new types of instructional activities out of the classroom and in the community (Facer et al., 2004;Sprake &

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Section: Scholarly Work On M-technologiesmentioning

confidence: 99%

Literature on the safe and disruptive learning potential of mobile technologies

Koszalka

Ntloedibe-Kuswani

2010

Distance Education

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“…Also, the procedure of peer assessment implemented in van Gennip et al's (2010) study was not Internet-based. As various studies have indicated the advantages of conducting peer assessment through the Internet, such as being time-free, location-free and anonymous (Cho & Schunn, 2007;Lin et al, 2001), and developments in students' abilities in evaluation, feedback and review skills, for example if assisted by an online tool to support peer assessment (Raban & Litchfield, 2007), the current study reports upon an online peer assessment activity to help understand students' interpersonal perspectives.…”

Section: Introductionmentioning

confidence: 99%

Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Cheng

Tsai

2012

AJET

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The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e., psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.

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“…For Boud [14], peer assessment and learning contributes towards lifelong learning. The relevance of peer assessment within an organizational context is also drawn by Raban and Litchfield [5] who observe "The ability to assess the work of others is a core attribute for most professionals" (pg 34). The authors therefore, stress the engagement of students with peer evaluation, self-learning, feedback and critical review further adding "These are skills every professional should possess and be able to use for different purposes.…”

Section: Peer Assessmentmentioning

confidence: 92%

“…However, for academics, assessing such aspects in group works or giving feedback to students on their individual contributions and engagement in teamwork might be a challenge. Raban and Litchfield [5] highlight "The subject coordinator has limited opportunities to observe and assess the complex group and teamwork dynamics that are taking place". These are some of the prevailing limitations with the assessment of group works in HE.…”

Section: Introductionmentioning

confidence: 99%

Is reflective writing an effective peer assessment tool for students in Higher Education?

Baruah

Ward

Jackson

2017

2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)

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Abstract-Today the ability to monitor and evaluate the performance of team members and identify their strengths and weaknesses is highly crucial in any organizational role. Higher Education Institutes (HEIs) are adopting different strategies in their teaching curricula and assessment methods to encourage the development of team management skills among graduates, one of which is peer assessment. It is an important component in the design of an effective learning environment in Higher Education (HE) and for promoting a strong participatory and collaborative culture among students. It provides students with a platform to not only engage with the HE learning process but also to learn from each other by receiving and giving critical feedback. Reflective writing in HE offers a flexible platform for students to discuss the contributions made by peers in teamwork however, not many researchers have looked at its potential as a peer assessment tool. This study addresses this gap by using the case study of the MSc Engineering Management (EM) programme at York (UK). Using the method of content analysis, this study looks at the quality of peer assessment and the skills gap analysis demonstrated in the reflective assignments students undertake in one of the modules. The findings show the viability and potential of this method for building peer assessment skills. It eliminates some of the limitations like bias among students usually encountered in other peer assessment tools. It also helps in skills gap analysis and for understanding group dynamics in teamwork. Students should therefore, be encouraged to seek the application of such tools for skills analysis, to build up confidence in peer assessment and boosting employability factors.

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Supporting peer assessment of individual contributions in groupwork

Cited by 29 publications

References 11 publications

Literature on the safe and disruptive learning potential of mobile technologies

Literature on the safe and disruptive learning potential of mobile technologies

Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

Is reflective writing an effective peer assessment tool for students in Higher Education?

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