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Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning

Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning

Dominique M.A. Sluijsmans, Jan-Willem Strijbos
Copyright: © 2010 |Pages: 23
ISBN13: 9781615207299|ISBN10: 1615207295|ISBN13 Softcover: 9781616922443|EISBN13: 9781615207305
DOI: 10.4018/978-1-61520-729-9.ch008
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MLA

Sluijsmans, Dominique M.A., and Jan-Willem Strijbos. "Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning." E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, edited by Bernhard Ertl, IGI Global, 2010, pp. 139-161. https://doi.org/10.4018/978-1-61520-729-9.ch008

APA

Sluijsmans, D. M. & Strijbos, J. (2010). Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 139-161). IGI Global. https://doi.org/10.4018/978-1-61520-729-9.ch008

Chicago

Sluijsmans, Dominique M.A., and Jan-Willem Strijbos. "Flexible Peer Assessment Formats to Acknowledge Individual Contributions During (Web-Based) Collaborative Learning." In E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, edited by Bernhard Ertl, 139-161. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-729-9.ch008

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Abstract

In (web-based) collaborative learning, practitioners increasingly stress the need to acknowledge individual efforts. To this end, peer assessment is regarded as a valuable tool. Research, however, shows shortcomings in the calculations and flexibility of peer assessment formats that are used to transform a group score into individual scores. This chapter proposes an innovative approach by presenting peer assessment formats that underlie sound formulas, but moreover allow flexibility in peer assessment design. Subsequently, the effects of the formats on individual scores are investigated. The results reveal that our formulas and formats outweigh ‘traditional’ practices to utilise peer assessment for transforming a group score into individual scores. Guidelines for practitioners on the application of peer assessment formats are presented, as well as an outline for a research agenda with a strong focus on the development of flexible peer assessment in (web-based) collaborative based learning.

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