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Engaging Student Learning through Peer Assessments

Authors:

Chan Ming FaiAuthors Info & Claims

ICEBT '17: Proceedings of the 2017 1st International Conference on E-Education, E-Business and E-Technology

Pages 30 - 35

https://doi.org/10.1145/3141151.3141165

Published: 10 September 2017 Publication History

Abstract

This paper presents a study of how peer assessment can help students to have effective learning experience. Two undergraduate subjects have been tried out the offline and online peer assessment respectively through flipped classes. In the first subject, students graded the exercises of their peer groups. In the second subject, students developed their own questions for others to answer. For flipped classes, there are pre-class learning material including video clips, presentation slides and exercises provided. Student data including their feedback questionnaire, exercise performance, and question quality are collected for the analysis of their learning experience. The results are encouraging and suggest some further improvement areas.

References

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Digital Library

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Digital Library

Cited By

Khatoon RJones E(2021)Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approachAssessment & Evaluation in Higher Education10.1080/02602938.2021.198182347:6(910-927)Online publication date: 18-Oct-2021
https://doi.org/10.1080/02602938.2021.1981823
Rivera VAslam HNaumchev Ade Carvalho DKhazeev MMazzara M(2019)Towards Code Review Guideline in a ClassroomFrontiers in Software Engineering Education10.1007/978-3-030-57663-9_7(88-105)Online publication date: 11-Nov-2019
https://dl.acm.org/doi/10.1007/978-3-030-57663-9_7

Index Terms

Engaging Student Learning through Peer Assessments
1. Applied computing
  1. Education
    1. E-learning

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ICEBT '17: Proceedings of the 2017 1st International Conference on E-Education, E-Business and E-Technology

September 2017

67 pages

ISBN:9781450353311

DOI:10.1145/3141151

Copyright © 2017 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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University of Florida: University of Florida

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Association for Computing Machinery

New York, NY, United States

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Published: 10 September 2017

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ICEBT 2017

ICEBT 2017: 2017 International Conference on E-Education, E-Business and E-Technology

September 10 - 12, 2017

ON, Toronto, Canada

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Cited By

Khatoon RJones E(2021)Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approachAssessment & Evaluation in Higher Education10.1080/02602938.2021.198182347:6(910-927)Online publication date: 18-Oct-2021
https://doi.org/10.1080/02602938.2021.1981823
Rivera VAslam HNaumchev Ade Carvalho DKhazeev MMazzara M(2019)Towards Code Review Guideline in a ClassroomFrontiers in Software Engineering Education10.1007/978-3-030-57663-9_7(88-105)Online publication date: 11-Nov-2019
https://dl.acm.org/doi/10.1007/978-3-030-57663-9_7

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