Using Web-based Progressive Self- and Peer- Assessment to Enhance Students' Reflective Thinking and Performance on Hypermedia Design
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 44.213.99.37).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
EdMedia + Innovate Learning, 2003 in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8
Abstract
The first purpose of this study is to design a Web-based Self- and Peer-assessment System, or Web-SPA, to provide teachers with a flexible interface for arranging various self- and peer-assessment procedures. The second purpose is to examine the application effects o f progressive self- and peer-assessment procedures designed with the Web-SPA system. An evaluative study with 76 ninth-grade students finds that the students display the tendency of being more objective in their self-assessment scores after the progressive self- and peer-assessment activities; there is significant consistency between the results of the students' self- and peer-assessment and that of the teachers; and the quality of the students' works improved after the assessment activities.
Citation
Sung, Y.T., Lin, C.S., Chiou, S.K. & Chang, K.E. (2003). Using Web-based Progressive Self- and Peer- Assessment to Enhance Students' Reflective Thinking and Performance on Hypermedia Design. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1867-1870). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/14113.
© 2003 AACE