The Influence of SGRs on Self, Peer, and Instructor Evaluation in Higher Education
Save to My Collections
Hong, S. & Park, M. (2008). The Influence of SGRs on Self, Peer, and Instructor Evaluation in Higher Education. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3156-3163). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28821.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
More Information on EDMEDIA
Table of Contents
This research has three purposes: The first is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in a real classroom situation. The final purpose is to propose the possibility of students evaluating themselves more objectively with SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, it appears that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriated to their own situations, and to give more reliable feedback to their students.
- Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
- Strategies for teacher professional development on TPACK, Part 2
- Design and Integration of an Automated Assessment Laboratory: Experiences and Guide
- SITE's Digital Fabrication Initative
- Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
- The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- Instructional Design Considerations for Science E-Learning
- Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
- 3D Spaces in Software Engineering: From K-12 to Life Long Learning
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.