Self and Peer Assessment in an Online Collaborative Learning Environment PROCEEDINGS
Paul Resta, Carolyn Awalt, Marylu Menchaca, University of Texas at Austin, United States
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada Publisher: AACE, Chesapeake, VA
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.
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 March 11, 2014 from http://www.editlib.org/p/15288.
© 2002 AACE