Peer assessment in an Online Context: What Do Students Say?

Peer assessment in an Online Context: What Do Students Say?

Alda Pereira (Universidade Aberta, Portugal), Luis Tinoca (University of Lisbon, Portugal) and Isolina Oliveira (Universidade Aberta, Portugal & Universidade de Lisboa, Portugal)
DOI: 10.4018/978-1-5225-0531-0.ch013
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Abstract

In this work, making use of Tinoca, Oliveira and Pereira (2013) framework for assessment quality in digital contexts, we discuss the students' perspective about self and peer assessment practices in online environments. This research is based in the analysis of the students' perceptions in a fully online master's course being offered in a distance education university since 2007. We discuss the students' representations since that date until the present, reflecting on their roles as assessors, the challenges they faced, and the strategies they developed to overcome them. The results illustrate the participants' perceptions of self and peer assessment as innovative practices. There is a strong tendency throughout this period towards greater confidence with these practices, and increased trust in their peers' feedback and competence to share the assessment responsibility. Moreover, the transparency promoted by the sharing during the process and of the final products is recognized as crucial to support the participants' reflection process and competence development.
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2. New Challenges For E-Assessment

The current widespread of technological devices available to educational institutions, particularly for communicating and interacting, has fueled the growing use of elearning models, both in blended formats and completely online. In this context, it is ever more pressing to rethink current assessment models, in order to (re)design them, taking full advantage of these environments features. This shift has been labelled as electronic assessment (e-assessment) or digital assessment (JISC, 2010).

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