A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students

2012 ◽  
Vol 58 (1) ◽  
pp. 303-320 ◽  
Author(s):  
Chi-Cheng Chang ◽  
Kuo-Hung Tseng ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Comparative Analysis ◽  
Peer Assessment ◽  
Portfolio Assessment ◽  
Teacher Assessment ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
Assessment Environment

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals 自己評価と他己評価は高校生の英作文学習不安にどんな影響を与えるのか? How Do Self and Peer Assessment Affect High School Students’ Writing Anxiety?

2021 ◽  
Vol 45 (6) ◽  
pp. 25
Author(s):  
Yoko Oi
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Student Assessment ◽  
School Students ◽  
Self Assessment ◽  
Writing Anxiety ◽  
English Writing ◽  
Before And After ◽  
Language Writing

本研究は、自己評価や他己評価による英作文学習不安に対する影響とthe Second Language Writing Anxiety Inventory (Cheng, 2004)の妥当性を探るのが目的である。分析方法は、293人の日本の高校生を対象に自己評価と他己評価の２グループに分けた後、10日間の間に、5回の英作文作成と生徒評価活動（自己評価か他己評価）を集中的に行った。それぞれの生徒評価活動前後に、高校生の英作文学習不安の因子構造変化のグループ比較を、探索的因子分析を使って行った。結果は、事前の因子構造は自己評価グループと他己評価グループは同様だが、実験後は違いが見られた。しかし、主要因子は、実験前後ともに認知的不安による英作文への回避意識であることは変わりがなかった。本研究が英作文授業の活性化につながる事を示唆したい。 This study examined the effects of self-assessment vs. peer assessment on Japanese high school students’ writing anxiety and the validity of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). After assignment to either the self-assessment or peer-assessment condition, two groups of Japanese high school students (N=293) participated in a series of five writing and student-assessment sessions over a period of 10 days. An exploratory factor analysis was then conducted on SLWAI data collected before and after these sessions to compare the effects of the writing practice and student assessment type on the factor structure of the two groups’ writing anxiety. The results showed post-treatment factor structure differences that had not been present initially. Nevertheless, the main factor both before and after the treatment sessions was English writing avoidance due to cognitive anxiety. These findings suggest the importance of dealing with learner anxiety to improve English writing instruction.

scholarly journals INTERPERSONAL INTELLIGENCE OF VOCATIONAL HIGH SCHOOL STUDENTS ON CHEMISTRY LEARNING: A CASE STUDY

2020 ◽  
Vol 17 (34) ◽  
pp. 835-844
Author(s):  
Elsa Ari ASTUTI ◽  
Sumarni WORO ◽  
A. WIYANTO
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Assessment Instruments ◽  
Survey Analysis ◽  
Vocational High School ◽  
School Students ◽  
Self Assessment ◽  
Chemistry Learning ◽  
The City

Interpersonal intelligence is social intelligence that shows one's ability to create good relationships with friends or the environment. In fact, this intelligence has not been maximally trained in learning at school, especially in chemistry learning, even though the intelligence is important enough to hone the child's ability to be able to socialize with their environment. The purpose of this study was to identify the real conditions of students' interpersonal intelligence in Pharmacy Vocational High School in the city of Semarang. A survey was performed in the academic year 2018/2019 with a sample of 57 students of class XII Pharmacy Vocational High School in the city of Semarang, Indonesia, who had given their approval as participants. Sampling was done randomly. Data collection techniques were carried out by observation, peer assessment, and self-assessment when applying chemistry learning. The results showed that 56% of students had low interpersonal intelligence based on observations and, according to the results of survey analysis with peer assessment instruments, there were 59% of students also categorized low for this capability. The survey results with self-assessment instruments also showed 56% of students had low interpersonal intelligence. Low intelligence is mainly in the indicators of the ability to ask, answer questions, and provide answers. This fact is relatively similar to the literature, which reveals that 50% of students have interpersonal intelligence with a medium-low category. So the conclusion is that in reality, this intelligence is still low.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

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