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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, Jan Fermelis, Stuart Palmer
Copyright: © 2009 |Pages: 25
ISBN13: 9781605664101|ISBN10: 1605664103|ISBN13 Softcover: 9781616925796|EISBN13: 9781605664118
DOI: 10.4018/978-1-60566-410-1.ch010
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MLA

Tucker, Richard, et al. "Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments." E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, IGI Global, 2009, pp. 170-194. https://doi.org/10.4018/978-1-60566-410-1.ch010

APA

Tucker, R., Fermelis, J., & Palmer, S. (2009). Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments. In C. Spratt & P. Lajbcygier (Eds.), E-Learning Technologies and Evidence-Based Assessment Approaches (pp. 170-194). IGI Global. https://doi.org/10.4018/978-1-60566-410-1.ch010

Chicago

Tucker, Richard, Jan Fermelis, and Stuart Palmer. "Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments." In E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, 170-194. Hershey, PA: IGI Global, 2009. https://doi.org/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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