The Power of Giving Feedback: Outcomes from Implementing an Online Peer Assessment System

2014 ◽  
Vol 31 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fred Phillips
Keyword(s):  
Peer Assessment ◽  
Individual Case ◽  
Assessment System ◽  
Financial Accounting ◽  
Writing Assignments ◽  
Quality Feedback ◽  
Course Work ◽  
Case Writing ◽  
Online Peer Assessment ◽  
Giving Feedback

ABSTRACTThis paper describes an online system that facilitates peer assessment of students' course work and then uses data from individual case writing assignments in introductory financial accounting to empirically examine associations between peer assessment and case writing performance. Through this description and empirical analysis, the paper addresses the following questions: (1) Why use peer assessment? (2) How does online peer assessment work? (3) Is student peer assessment reliable? (4) What do students think of peer assessment? (5) Does student peer assessment contribute to academic performance? Three key findings from this study are that students at the sophomore level were able to generate reasonably reliable feedback for peers, they valued the experiences involved in providing peer feedback, and giving quality feedback had a more significant and enduring impact on students' accounting case analyses than did receiving quality feedback, after controlling for differences in accounting knowledge and case writing skills.

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 

An Adaptive Mechanism for Author-Reviewer Matching in Online Peer Assessment

2010 ◽  
pp. 109-126
Author(s):  
Ioannis Giannoukos ◽  
Ioanna Lykourentzou ◽  
Giorgos Mpardis ◽  
Vassilis Nikolopoulos ◽  
Vassili Loumos ◽  
...  
Keyword(s):  
Peer Assessment ◽  
Adaptive Mechanism ◽  
Online Peer Assessment

scholarly journals Arcabouço de Formação de Pares para Online Peer Assessment

2019 ◽  
Author(s):  
Leonam Oliveira ◽  
Wellton Costa de Oliveira ◽  
Selma Santos Rosa ◽  
Andrey Pimentel
Keyword(s):  
Peer Assessment ◽  
Online Peer Assessment

scholarly journals DIFFERING EFFECTS OF CONFERENCE AND PEER ASSESSMENT ON WRITING SKILL OF EFL LEARNERS

2016 ◽  
Vol 7 (1) ◽  
pp. 1108-1116
Author(s):  
Maryam Manafi Anvar ◽  
Azadeh Nemati
Keyword(s):  
Peer Assessment ◽  
Previous Method ◽  
Assessment System ◽  
Peer Evaluation ◽  
Efl Learners ◽  
Teacher Guidance ◽  
Significant Difference ◽  
Writing Skill ◽  
Evaluation Group ◽  
Post Test

This study intended to demonstrate the significant differences between conference and peer evaluation on writing skill of EFL learners in Pooyesh Language House of Bandar Lengeh. To find out the differences, two types of tests (pre- test before treatment and receiving feedback, post- test after treatment and receiving feedback) were given to two groups of students (30 students for conference and 30 students for peer evaluation). The participants were all teen and adult students who were studying at the same level in this Language House. The writing tests were taken from their previous books which they had practiced before. The pre-test was given to students. In conference group, a mark was given to them by their teacher and during the term the students learned how to write through their teachers comments, but in peer evaluation group, through their classmates comments, so in the second group the classmates just checked each others papers and found errors without giving any mark, because they were not familiar with assessment system; it was the teacher task. In the first group, the teacher was familiar with assessment system, but in peer evaluation group the students found how to check other students' writing as treatment, according to IELTS writing assessment criteria, through their teacher guidance. The post- test was given at the end of the term and previous method was repeated. The results of the study indicated that there was no statistically significant difference between conference and peer evaluation, so the research questions were rejected. The results gained from the two variables were analyzed according to quasi experimental design.

scholarly journals Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Project Performance ◽  
Project Based Learning ◽  
Group Project ◽  
Introductory Course ◽  
Confounding Variables ◽  
Different Types ◽  
Professional Assessment ◽  
Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

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