A Comparative Analysis of the Consistency and Difference among Teacher-Assessment, Student Self-Assessment and Peer-Assessment in a Web-Based Portfolio Assessment Environment for High School Students
Computers & Education Volume 58, Number 1, ISSN 0360-1315
This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency. (Contains 3 figures and 9 tables.)
Chang, C.C., Tseng, K.H. & Lou, S.J. (2012). A Comparative Analysis of the Consistency and Difference among Teacher-Assessment, Student Self-Assessment and Peer-Assessment in a Web-Based Portfolio Assessment Environment for High School Students. Computers & Education, 58(1), 303-320. Retrieved December 13, 2018 from https://www.learntechlib.org/p/167301/.
Rosaria Pace, Universit degli Studi di Foggia; Anna Dipace, Universit degli Studi di Bari
Journal of e-Learning and Knowledge Society Vol. 10, No. 3 (Sep 30, 2014)
Electronic Portfolios: Motivation, Self-Regulation, and Academic Achievement in Primary and Secondary Schools
Carrie Blaustein & Yiping Lou, University of South Florida, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1734–1742
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