Towards a canonical view of Peer assessment

被引：1

作者：

Millard, David E. ^{[1
]}

Fill, Karen ^{[1
]}

Gilbert, Lester ^{[1
]}

Howard, Yvonne ^{[1
]}

Sinclair, Patrick ^{[1
]}

Senbanjo, Damilola O. ^{[1
]}

Wills, Gary B. ^{[1
]}

机构：

[1] Univ Southampton, Sch Elect & Comp Sci, Learning Soc Lab, Southampton, Hants, England

来源：

7TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS | 2007年

关键词：

D O I：

10.1109/ICALT.2007.260

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Peer Assessment (or Peer Review) is a popular form of reciprocal assessment where students produce feedback, or grades, for each others work. Peer Assessment activities can be extremely varied with participants taking different roles at different stages of the process and materials passing between roles in sophisticated patterns. This variety makes designing Peer Assessment systems very challenging. In this paper we present a number of Peer Assessment case studies and show how a simple review cycle can be used as a building block to achieve the more complex cases. We then propose a Canonical Use Case for Peer Assessment, in which a Review Plan is used to describe how review cycles can be combined to achieve the required complexity.

引用

页码：793 / +

页数：2

共 12 条

[1]

[Anonymous], ELT J

[2]

Bhalerao A., 2001, ALT-J : research in learning technology, V9, P26, DOI DOI 10.1080/09687760108656773

[3]

BOSTOCK S, 2001, HIGHER ED ACAD ARTIC

[4]

Dillenbourg P., 2002, 3 WORLDS CSCL, P61, DOI DOI 10.1007/S11165-0048795-Y

[5] SPARK, a confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects [J].

Freeman, M ;

McKenzie, J .

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 2002, 33 (05) :551-569

[6]

GEHRINGER EF, 2000, FRONTIERS ED C FIE 2

[7]

GREGORY A, 2003, LEARNING TEACHING BU

[8]

MIAO Y, 2007, TENCOMPETENCE OPEN W

[9]

Ngu A. H. H., 1995, RES DEV HIGHER ED, V18, P582

[10]

RUSHTON C, 1993, J COMPUT-BASE INSTR, V20, P75

← 1 2 →