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Analyzing Peer Feedback in a Technology-facilitated Peer Assessment
PROCEEDINGS

, Bowling Green State University, United States ; , Cleveland State University, United States ; , University of Nebraska-Lincoln, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract: The potential of formative peer assessment in fostering student learning is evident, but its increasing popularity in education raises questions about students’ ability to conduct critical assessment in a way comparable to instructors. Previous studies on agreement of peer and instructor assessment presented a mixed picture. However, most such studies focused on the quantitative marks student assessors assign projects. This study took a different approach to scrutinize peer assessment by comparing issues and suggestions identified or provided by both teacher education students and instructors. The findings suggested that students, after training, were able to recognize most critical issues and provide constructive feedback. It should also be noted, however, that some students provided misleading suggestions, which might negatively impact project quality. Implications of this study in teacher education are discussed.

Citation

Li, L., Liu, X. & Steckelberg, A. (2009). Analyzing Peer Feedback in a Technology-facilitated Peer Assessment. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 98-105). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2020 from .

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