Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments

Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments

Richard Tucker (Deakin University, Australia), Jan Fermelis (Deakin University, Australia) and Stuart Palmer (Deakin University, Australia)
Copyright: © 2009 |Pages: 25
DOI: 10.4018/978-1-60566-410-1.ch010
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Abstract

There is considerable evidence of student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of assessment when all team members receive the same grade. This chapter considers online self-and-peer assessment (SAPA) as a fair, valid and reliable method of assessing team processes and individualising grades. A pilot study is detailed that evaluated an online self-and-peer continuous assessment (SAPCA–a particular form of SAPA) tool originally developed for small classes of architecture students. The tool was adapted for large classes of up to 1,000 business communication students in a semester. The student sample trialling SAPCA studied on three dispersed campuses, as well as in off-campus and off-shore modes. The chapter proceeds from a literature review of SAPA, to a description of findings from four years of research, testing and development, and finally to a case study of SAPCA implementation with a total of 1,800 students enrolled in a business communication program.
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Background

The reasons for the use of student teamwork in the completion of assessment tasks are many (Fermelis, 2006). It is posited that teamwork can lead to an improvement in student learning (James, McInnis, & Devlin, 2002). This improvement might be due to one or more of the following factors: the development of social behavioural skills and higher order thinking skills as well as promoting inclusive participation (Cohen, 1994); the development of critical thinking skills (Dochy, Segers, & Sluijsmans, 1999; Gokhale, 1995; Sluijsmans, Dochy, & Moerkerke, 1999); moving students from a passive to more active learning role (McGourty, Dominick, & Reilly, 1998); the ability to tackle more substantially-sized assessment projects (Goldfinch & Raeside, 1990); or that students learn from their peers within the team (van den Berg, Admiraal, & Pilot, 2006). It is also commonly identified that teamwork can develop skills that are sought by employers (Clark, Davies, & Skeers, 2005; Goldfinch & Raeside, 1990; Hanrahan & Isaacs, 2001), especially a range of non-technical ‘generic’ skills (James, et al., 2002; McGourty, et al., 1998), including interpersonal skills (Goldfinch & Raeside, 1990) and the capacity for lifelong learning (Hanrahan & Isaacs, 2001). Teamwork is cited as being more representative of the real world of work in a professional practice context, and, for students from the design-based disciplines, ideas and experience can be combined collectively for a superior result (Barber, 2004). Finally, used appropriately, student teamwork is one option for addressing issues related to rising student numbers in higher education (Ballantyne, Hughes, & Mylonas, 2002; Goldfinch & Raeside, 1990; James, et al., 2002), including: the expanding demand for physical resources in assessment (Brown, 1995); increasing student-to-staff ratios (Davies, 2000); and the drive from governments and other funding bodies for increased efficiency in higher education (Hanrahan & Isaacs, 2001).

Complete Chapter List

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Dedication
Editorial Advisory Board
Table of Contents
Foreword
Gary Poole
Acknowledgment
Christine Spratt, Paul Lajbcygier
Chapter 1
Selby Markham, John Hurt
Reliability and validity have a well-established place in the development and implementation of educational assessment devices. With the advent of... Sample PDF
Re-Assessing Validity and Reliability in the E-Learning Environment
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Chapter 2
Päivi Hakkarainen, Tarja Saarelainen, Heli Ruokamo
In this chapter the authors report on the assessment framework and practices that they applied to the e-learning version of the Network Management... Sample PDF
Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course
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Chapter 3
Charlotte Brack
Within the notion of Web 2.0, social software has characteristics that make it particularly relevant to ELearning, aligning well with a social... Sample PDF
Collaborative E-Learning Using Wikis: A Case Report
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Chapter 4
Mike Hobbs, Elaine Brown, Marie Gordon
This chapter provides an introduction to learning and teaching in the virtual world Second Life (SL). It focuses on the nature of the environment... Sample PDF
Learning and Assessment with Virtual Worlds
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Chapter 5
Paul White, Greg Duncan
This chapter describes innovative approaches to E-Learning and related assessment, driven by a Faculty Teaching and Learning Technologies Committee... Sample PDF
A Faculty Approach to Implementing Advanced, E-Learning Dependent, Formative and Summative Assessment Practices
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Chapter 6
Christine Armatas, Bernard Colbert
Two challenges with online assessment are making sure data collected is secure and authenticating the data source. The first challenge relates to... Sample PDF
Ensuring Security and Integrity of Data for Online Assessment
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Chapter 7
Robyn Benson
This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up... Sample PDF
Issues in Peer Assessment and E-Learning
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Chapter 8
Paul Lajbcygier, Christine Spratt
This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of... Sample PDF
The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings
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Chapter 9
Robert S. Friedman, Fadi P. Deek, Norbert Elliot
In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted... Sample PDF
Validation of E-Learning Courses in Computer Science and Humanities: A Matter of Context
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Chapter 10
Richard Tucker, Jan Fermelis, Stuart Palmer
There is considerable evidence of student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of... Sample PDF
Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments
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Chapter 11
Andrew Sanford, Paul Lajbcygier, Christine Spratt
A differential item functioning analysis is performed on a cohort of E-Learning students undertaking a unit in computational finance. The motivation... Sample PDF
Identifying Latent Classes and Differential Item Functioning in a Cohort of E-Learning Students
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Chapter 12
Christine Armatas, Anthony Saliba
A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional... Sample PDF
Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?
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Chapter 13
Thomas C. Reeves, John G. Hedberg
Evaluation falls into the category of those often neglected human practices such as exercise and eating right. All of us involved in education or... Sample PDF
Evaluation Strategies for Open and Distributed Learning Environments
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Chapter 14
Madhumita Bhattacharya
This chapter presents a description and analysis of salient issues related to the development of an integrated e-portfolio application implemented... Sample PDF
Introducing Integrated E-Portfolio Across Courses in a Postgraduate Program in Distance and Online Education
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Chapter 15
John LeBaron, Carol Bennett
Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially... Sample PDF
Practical Strategies for Assessing the Quality of Collaborative Learner Engagement
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Chapter 16
Som Naidu
Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and... Sample PDF
Afterword: Learning-Centred Focus to Assessment Practices
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About the Contributors