Self and Peer Assessment in an Online Collaborative Learning Environment
Save to My Collections
Resta, P., Awalt, C. & Menchaca, M. (2002). Self and Peer Assessment in an Online Collaborative Learning Environment. In M. Driscoll & T. Reeves (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (pp. 682-689). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15288.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2002
Margaret Driscoll & Thomas C. Reeves
More Information on ELEARN
Table of Contents
One source of discontent for students in collaborative learning teams, is that some students carry more then their share of the work while others do not do as much work and the instructor does not know. Collaborative teams in an online environment confront the same problem. Traditional assessment has focused on team products rather than the process itself. Hence a change is necessary in how the assessment of collaborative teams is conducted. Our study focuses on two semester-long online courses that used self and peer assessment for multiple team projects. Data was analyzed using a hierarchical mixed effects linear model. Preliminary analysis indicate: Students change in the way they evaluate themselves and peers over time showing more differences as time goes on. Men and women differ in the way they evaluate. Peer evaluators are constant in the way they evaluated their peers. More variance is explained by student performance in the course than by who the evaluator is.
- College of Education Faculty Use of Technology: A Snapshot in Time
- Literature Review on Telementoring in K-12 Schools
- Peer and Self Assessment Systems for Students and Instructors in On-line Collaborative Learning
- VisionQuest © : Teacher Development Model for Scaffolding Technology Integration
- Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment
- The System of Questioning: Support for Acquiring Inquiry Skills in Applying Web-based Models
- Design and Development of WFPA(Web-based Formative Peer Assessment) System
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Combining adaptive hypermedia with project and case based learning
- An Incremental Model for Developing Educational Critiquing Systems: Experiences with the Java Critiquer
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.