Online Self-assessment with Benchmarking and “Comparators”
Lan Li, Bowling Green State University, United States ; Fang Wang, University of Findlay, United States ; Dan Li, Guangxi University, China ; Fei Gao, Bowling Green State University, United States
EdMedia + Innovate Learning, in Online ISBN 978-1-939797-65-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated the impact of an online benchmark-based self-assessment model on student writing. Forty-two undergraduate students participated in this study. Each student first made a draft of a writing project and then followed a sequential process comparing the draft to the rubric and other writing examples. This was coupled with teacher and peer input with in-class discussion. All these actions helped students generate inner feedback to improve their draft projects before the final versions were evaluated. The results of a paired sample t-test indicated significant improvement in the completed projects as compared to their draft versions. An open-ended student survey revealed their recognition of the benefits received by participating in the self-assessment project. It was also noted that not all students felt confident or comfortable while conducting a self-assessment.
Li, L., Wang, F., Li, D. & Gao, F. (2022). Online Self-assessment with Benchmarking and “Comparators”. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 106-110). Online: Association for the Advancement of Computing in Education (AACE).
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