Abstract
This article presents a model using peer assessment to evaluate students taking part in blended - learning courses (BL). In these courses, teaching activities are carried out in the form of traditional face-to-face (F2F) and learning activities are performed online via the learning management system Moodle. In the model, the topics of courses are built as a set of projects and case studies for the attending students divided into groups. The result of the implementation of projects is evaluated and ranked by all course participants and is one of the course evaluation criteria for lecturers. To assess learners more precisely, we propose a multi-phase assessment model in evaluating all groups and the group members. The result of each student in the group based on himself evaluation, evaluations of the team members, the tearcher and all students in the course. There are 107 students, who participated in the course entitled “web application development”, are divided into 20 groups conducting the course in the field of information technology is deployed in the form of blended learning through peer assessment. The results of student’s feedback suggested that the usage of various peer assessment created positive learning effectiveness and more interesting learning attitude for students. The survey was conducted with the students through the questionnaire, each question with scale 5-point Likert scale that ranged from 1 (very unsatisfied) to 5 (very statisfied) to investigate the factors: Collaboration, Assessment, Technology showed that students were satisfied with our approach.
Similar content being viewed by others
References
Al-Ani, W. T. (2013). Blended Learning Approach Using Moodle and Student’s Achievement at Sultan Qaboos University in Oman. Journal of Education & Learning, 2(3), 96–110. doi:10.5539/jel.v2n3p96.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of E-Learning and Learning Objects, 7(2), 128–150. doi:10.7771/1541-5015.1339.
Falchikov, N. (2007). The place of peers in learning and assessment. Rethinking Assessment in Higher Education: Learning for the Longer Term, 128–143. doi:10.4324/9780203964309
Gaylard Baleni, Z. (2015). Online formative assessment in higher education: its pros and cons. Electronic Journal of. E-Learning, 13(4), 228–236.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4), 2333–2351. doi:10.1016/j.compedu.2011.06.004.
Gulbahar, Y., & Madran, R. O. (2009). Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey. International Review of Research in Open and Distance Learning, 10(2), n2.
Havice, W. L., Havice, P. A., Foxx, K. W., & Davis, T. T. (2010). The impact of rich media presentation on distributed learning environment: engagement and satisfaction of undergraduate students. Quarterly Review of Distance Education, 11(1), 53–58.
Hou, H.-T., Chang, K.-E., & Sung, Y.-T. (2007). An Analysis of Peer Assessment Online Discussions within a Course that uses Project-based Learning. Interactive Learning Environments, 15(3), 237–251. doi:10.1080/10494820701206974.
Keith, T. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249 .Retrieved from http://proquest.umi.com/pqdweb?did=38713125&Fmt=7&clientId=18803&RQT=309&VName=PQD
Kennedy, G. J. (2005). Peer-assessment in Group Projects: Is It Worth It. In Conferences in Research and Practice in Information Technology Series (Vol. 42, pp. 59–65).
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., et al. (2013). Peer and self assessment in massive online classes. ACM Transactions on Computer-Human Interaction, 20(6), 1–31. doi:10.1145/2505057.
Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. doi:10.1016/j.iheduc.2013.10.001.
Lejk, M., & Wyvill, M. (2001). Peer Assessment of Contributions to a Group Project: A comparison of holistic and category-based approaches. Assessment & Evaluation in Higher Education, 26(1), 61–72. doi:10.1080/0260293022000020327.
Lim, D. H., & Yoon, S. W. (2008). Team Learning and Collaboration Between Online and Blended Learner Groups. Performance Improvement Quarterly, 21(3), 59–72. doi:10.1002/piq.
Lin, S. S. J., Liu, E. Z. F., & Yuan, S. M. (2001). Web-based peer assessment: Feedback for students with various thinking-styles. Journal of Computer Assisted Learning, 17(4), 420–432. doi:10.1046/j.0266-4909.2001.00198.x.
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257–275. doi:10.1007/s11251-011-9177-2.
McDonald, B. (2008). Assessment for learning in project based learning. International Journal of Learning, 14(10), 15–27.
Meyen, E. L., Aust, R. J., Bui, Y. N., & Isaacson, R. (2002). Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(2), 187–198. doi:10.1177/088840640202500210.
Moccozet, L., Tardy, C., Opprecht, W., & Leonard, M. (2013). Gamification-based assessment of group work. In 2013 International Conference on Interactive Collaborative Learning (ICL) (pp. 171–179). doi:10.1109/ICL.2013.6644565
Osguthorpe, R. T., & Graham, C. R. (2003). 107-BLENDED LEARNING ENVIRONMENTS. Quarterly Review of Distance Education, 4, 227–233 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11164018&site=ehost-live.
Porter, W. W., Graham, C. R., Spring, K. a., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers and Education, 75, 185–195. doi:10.1016/j.compedu.2014.02.011.
Reinholz, D. (2015). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education, 2938(January), 1–15. doi:10.1080/02602938.2015.1008982.
Rekalidou, G., Prentzas, J., & Karadimitriou, K. (2015). Self-, Peer and Co-assessment of Pre-Service Teachers in a Wiki Project. International Journal of Modern Education Research, 2(3), 18–28.
Rovai, A. P. (2000). Online and traditional assessments: what is the difference? The Internet and Higher Education, 3(3), 141–151. doi:10.1016/S1096-7516(01)00028-8.
So, H. J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A delphi study. Educational Technology & Society, 13(3), 189–200.
Strijbos, J. W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265–269. doi:10.1016/j.learninstruc.2009.08.002.
Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). International Review of Research in Open and Distance. Learning, 15(3), 312–327.
Tambouris, E., Zotou, M., & Tarabanis, K. (2014). Towards designing cognitively-enriched project-oriented courses within a blended problem-based learning context. Education and Information Technologies, 19(1), 61–86. doi:10.1007/s10639-012-9209-9.
Tayebinik, M., & Puteh, M. (2012). Blended Learning or E-learning? International Magazine on Advances in Computer Science and Telecommunications, 3(1), 103–110. doi:10.1016/j.iheduc.2012.12.001.
Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students ’ future-learning in higher education. Journal of University Teaching Learning Practice, 8(1), 5. Retrieved from http://ro.uow.edu.au/jutlp/vol8/iss1/5/?utm_source=twitterfeed&utm_medium=twitter
Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. Internet and Higher Education, 11(3–4), 186–193. doi:10.1016/j.iheduc.2008.06.005.
Yang, Y.-F., & Tsai, C.-C. (2010). Conceptions of and approaches to learning through online peer assessment. Learning and Instruction, 20(1), 72–83. doi:10.1016/j.learninstruc.2009.01.003.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Nguyen, V.A. A peer assessment approach to project based blended learning course in a Vietnamese higher education. Educ Inf Technol 22, 2141–2157 (2017). https://doi.org/10.1007/s10639-016-9539-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-016-9539-0