Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

Ahlam Mohammed Al-Abdullatif (King Faisal University, Saudi Arabia)
DOI: 10.4018/IJWLTT.20200701.oa1
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Abstract

The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.
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Introduction

The assessment of student learning is one of the most important aspects of the educational process. It helps those who are involved in learning and teaching judge the level of achievement of learning outcomes and their appropriateness to student skills and capabilities. The traditional assessment system, derived from the perspective of the teacher only, does not help to measure all aspects of student learning. To address the problems of the traditional system, alternative assessment approaches have emerged. These promote the active participation of students in the assessment process and, by increasing their awareness of the assessment criteria, improve and develop the quality of learning (Gibbs, 2010; Price, Carroll, O’Donovan, & Rust, 2011; McKevitt, 2016). The present study aims to assess the improvement of student learning performance using two types of alternative assessment approaches: self-assessment and peer-assessment.

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