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Assessing Higher-Order Thinking Using a Networked Portfolio System with Peer Assessment
ARTICLE

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International Journal of Instructional Media Volume 31, Number 2, ISSN 0092-1815

Abstract

In the past, the quantitative evidences of portfolio assessment have been explored under online instruction. Liu, Lin, and Yuan provide a long-term measure of peer-self, peer-instructor and self-instructor correlation coefficients under networked innovative assessment procedures. Analytical results indicated that undergraduate students could evaluate peers adequately but they over-mark themselves usually. Although they proved the peer assessment better than self assessment under online instruction in a quantitative way, the qualitative evidences of higher order thinking skills were missed in that study. The authors of this pilot study explore the qualitative evidences in order to provide a more clear view about networked portfolio assessment.

Citation

Liu, E.Z.F., Zhuo, Y.C. & Yuan, S.M. (2004). Assessing Higher-Order Thinking Using a Networked Portfolio System with Peer Assessment. International Journal of Instructional Media, 31(2),. Retrieved October 19, 2019 from .

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Cited By

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    International Journal of Online Pedagogy and Course Design Vol. 8, No. 2 (April 2018) pp. 1–15

  • Faculty Collaboration in Adapting E-Portfolios for Teaching

    Mi-Hyun Chung & Jungkang Miller, Mercy College, United States

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2391–2394

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