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The design and application of a web-based self- and peer-assessment
system
Authors: Sung, Yao-Ting; Chang, Kuo-En; Chiou, Shen-Kuan; Hou, Huei-Tse
Source: Computers & Education, 45 (Sep., 2005), pp.187-202
Date: 2005/12/1Speaker: MeiYu Lin
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outline
Introduction Motive Web-SPA PFSPA Experiment Conclusion Comment
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Introduction – 1/2
teacher-assessment self-assessment
– self-reflection and self-stimulation peer-assessment
– active learning, social interaction, self-monitoring and regulation
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Introduction – 2/2
traditional method– many restrictions
multimedia works recording and compiling time
web-based method– any time and any where– real time– high-speed compute
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Motive
constraints of the arrangement in other systems
advantage of web-based method reduce the workload enhance the efficiency of executing
propose Web-SPA & PFSPA procedures
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web-based self- and peer-assessment system
provide flexible interface main modules
– user interface– web server application program module– database server
Web-SPA - 1/3
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Web-SPA - 2/3
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Web-SPA - 3/3
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PFSPA – 1/5
progressively focused self- and peer-assessment
characteristics of the PFSPA– recurring of the activities of self-assessment– increasingly sharp contrast– seeks a balance between the evaluating works
and the economy of time allocation
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traditional procedures– Each and every student assesses his own work– Peer-assessing or re-assessing– Examining/discussing the within-group peer-
assessment results– Examining/discussing the results of peer
assessments among groups– Discussion among groups
PFSPA – 2/5
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PFSPA procedures– Stage 1: within-group members individuall
y observed and evaluated the works of each other
– Stage 2: conducting the second-stage assessments (best and poorest works)
– Stage 3: conducting the best and the poorest works (one for each)
PFSPA – 3/5
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PFSPA – 4/5
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PFSPA – 5/5
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Experiment – 1/4
Participants– 76 third-graders in a junior high school
2 classes of 37 and 39 students 43 were male and 33 female
Requirement– using individual works– using the percentage scoring scheme and text commentary– anonymous– repeated progressive assessments
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decrease the discrepancy assessments between students and experts
reduce workload of assessor students greater objectivity in their self-assessment s
cores quality of the students works improved after the asse
ssment activities discover consistency of assessment results between
the students and teachers
Experiment – 2/4
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Experiment – 3/4
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Experiment – 4/4
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Conclusion
Reduce restrictions Increase performance Design web-SPA PFSPA procedures
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Comment
Enhance anonymous scheme