Advertisement

What Do Educational Data, Generated by an Online Platform, Tell Us About Reciprocal Web-Based Peer Assessment?

  • Olia TsivitanidouEmail author
  • Andri IoannouEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11722)

Abstract

Peer Assessment (PA) is a promising evaluation strategy in the educational context, not only due to its effectiveness to reduce instructor’s evaluation loading, but mainly due to its benefit towards student development e.g., teamwork, in-depth thinking. In this exploratory study we sought to explore how do educational data, as generated by an online platform (i.e., Peergrade) and displayed in teacher’s and students’ Learning Analytics Dashboard (LAD), can potentially inform us of the PA process and the peer interactions, as they take place. Participants in the study were 21 undergraduate teacher-students who attended a science course (electrical circuits topic) following the inquiry-based approach. Students were asked to reciprocally and individually assess the responses of a peer in a given task. The findings of this study have implications towards the establishment of new theoretical frameworks and developments for bridging educational theory, design process and data science, in the field of assessment.

Keywords

Web-based peer assessment Peer feedback Online assessment Science education Science learning 

Notes

Acknowledgements

This project has received funding for the European Union’s Horizon 2020 research and innovation programme under grant agreement No 739578 and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.

References

  1. 1.
    Alcarria, R., Bordel, B., de Andrs, D.M., Robles, T.: Enhanced peer assessment in MOOC evaluation through assignment and review analysis. Int. J. Emerg. Technol. Learn. (iJET) 13(1), 206–219 (2018)CrossRefGoogle Scholar
  2. 2.
    Falchikov, N.: Involving students in assessment. Psychol. Learn. Teach. 3, 102–108 (2003)CrossRefGoogle Scholar
  3. 3.
    Tsivitanidou, O., Constantinou, C.: A study of students’ heuristics and strategy patterns in web-based reciprocal peer assessment for science learning. Internet High. Educ. 12, 12–22 (2016)CrossRefGoogle Scholar
  4. 4.
    Tsivitanidou, O.E., Constantinou, C.P., Labudde, P., Rönnebeck, S., Ropohl, M.: Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. Eur. J. Psychol. Educ. 33(1), 51–73 (2018)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Research Center on Interactive Media, Smart Systems and Emerging Technologies (RISE)NicosiaCyprus
  2. 2.Cyprus Interaction LabCyprus University of TechnologyLimassolCyprus

Personalised recommendations