You are here:

Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case
PROCEEDING

, , , Centria University of Applied Sciences, Finland ; , Hanyang Cyber University, Korea (South)

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Peer assessment brings new affordances to the implementation of meaningful assessment on online courses (eg MOOCs) by using technological solutions to automate the assessment process For this reason, teachers need digital pedagogic skills for planning, implementing and developing effective peer assessment models In this paper we apply the criteria of a good peer assessment task to peer review the Do-It-Yourself (DIY) automatic evaluation path (peer assessment case) designed by one of the authors Our collegial review employs a set of criteria teachers can use to develop peer assessment tasks in their teaching The peer review describes the strengths and development needs of the DIY case The case indicates that a successful peer assessment task also requires teachers to recognize changes in their role in a learning activity Based on the peer review, the potential for the DIY model to provide automated peer assessment practices in game-oriented learning processes is acknowledged.

Citation

Leppisaari, I., Peltoniemi, J., Hohenthal, T. & Im, Y. (2017). Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 53-65). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2018 from .

Keywords

View References & Citations Map

References

  1. Admiraali, A.W., Huisman, B., & Van de Ven, M. (2014). Self-and Peer Assessment in Massive Open Online Courses. International Journal of Higher Education, Vol. 3, No. 3.
  2. Assinder, W. (1991). Peer teaching, peer learning. ELT Journal, 45(3), 218–228.
  3. Bachelet, R., Zongo, R., & Bouralle, A. (2015). Does peer grading work? How to implement and improve it? – Comparing instructor and peer assessment in MOOC GdP. Proceedings of the European MOOC Stakeholder Summit 2015. Retrieved from https://halshs.archives-ouvertes.fr/halshs-01146710/document.
  4. Bayne, S. & Ross, J. (2013). The pedagogy of the Massive Open Online Course: the UK view. The Higher Education Academy. Heslington. UK.
  5. Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. Open University Press. Berkshire: McGraw-Hill Education.
  6. Boase-Jelinek, D., Parker, J., & Herrington, J. (2013). Student reflection and learning through peer reviews. In Special issue: Teaching and learning in higher education: Western Australia's TL Forum. Issues In Educational Research, 23(2), 119–131.
  7. Falchikov, N. & Goldfinch, J. (2000). Student peer assessment in higher education: a meta-analysis comparing peer and teacher remarks. Review of Educational Research, 70(3), 287–322.
  8. Griffin, P., Murray, L., Care, E, Thomas, A., & Perri, P. (2010). Developmental Assessment: Lifting literacy through Professional Learning Teams. Assessment in Education: Principles, Policy and Practice, 17(4), 383–397.
  9. Herrington, J., Reeves, T.C., & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge.
  10. Im, Y. (2007). A Substantial Study on the Relationship between Students' Variables and Dropout in Cyber University. Journal of the Korean Association of Information Education, 11(2), 205–220.
  11. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016. Higher Education Edition. Austin, Texas: The New Media Consortium.
  12. Jyrhämä, R., Hellström, M., Uusikylä, K., & Kansanen, P. (2016). Opettajan didaktiikka (Teacher’s didactics). Jyväskylä: Ps-kustannus.
  13. Kim, M. (2012). Developing and Validating a Multi-purpose Peer Assessment System for University Education. The Journal of Educational Information and Media, 18(4), 389–412.
  14. Larsen McClarty, K., Orr, A., Frey, P.M., Dolan, R.B., Vassileva, V., & McVay, A. (2012). A Literature Review of Gaming in Education. Research Report. Pearson.
  15. Leppisaari, I., Herrington, J., Vainio, L., & Im, Y. (2013). Authentic e-Learning in a Multicultural Context: Virtual Benchmarking Cases from Five Countries. Journal of Interactive Learning Research, 24(1), 53–73. Chesapeake, VA: AACE.
  16. Leppisaari, I. & Im, Y. (2016). Peer-assessment models in MOOCs for improving learning. Presentation in eLearning Korea 2016 conference in Seoul 20.9.2016.
  17. Lynch, T. (1988). Peer evaluation in practice. In A. Brooks& P. Grundy (Eds.) Individualism and autonomy in language learning. ELT Documents, 131 (pp. 119–125). London: British Council/MEP.
  18. McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). Massive Open Online Courses. Digital ways of knowing and learning. Retrieved from https://outlook.office.com/owa/?realm=centria.fi & Exsvurl=1 & Llcc=1035 & Modurl=0 & Path=/mail/search/attachmentlightbox
  19. Matsuno, S. (2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 29-1, 75–100.
  20. McGee, P. (2008). Design with the Learning in Mind. In S. Carliner& P. Shank (Eds.), The e-Learning Handbook. Past Promises, Present Challenges (pp. 401–420). San Francisco: Pfeiffer.
  21. Morales, M., Amado-Salvatierra, H.R., Hernández, R., Pirker, J., & Gütl, C. (2016). A Practical Experience on the Use of Gamification in MOOC Courses as a Strategy to Increase Motivation. International Workshop on Learning Technology for Education in Cloud. LTEC 2016: Learning Technology for Education in Cloud– The Changing Face of Education (pp. 139–149). Springer.
  22. Rajaorko, P. & Leppisaari, I. (2017). Principles of a good peer assessment task. Presentation in Peer assessment training 22.3.2017.
  23. Reigeluth, C.M. (1999). What is instructional design theory and how is it changing? In C.M. Reigeluth (Ed.), Instructional design theories and models volume II: A new paradigm of instructional theory (pp. 5–29). Nahwah,
  24. Santally, M.I. & Senteni, A. (2013). Effectiveness of Personalised Learning Paths on Students Learning Experiences in an e-Learning Environment. European Journal of Open, Distance and E-Learning, 16(1), 36–52.
  25. Tillema, H. (2014). Student involvement in Assessment of their Learning. In C. Wyatt-Smith, V. Klenowski & P. Colbert (Eds.), Designing Assessment for Quality Learning (pp. 39–54). Dordrecht: Springer.
  26. Wolf, M. & McQuitty, S. (2011). Understanding the Do-It-Yourself Consumer: DIY Motivation and Outcomes. Academy of Marketing Science Review, 1(3), 154–170.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Presentation

Janne_shortversion_conference_51541.mp4 Download