1

The design and application of a web-based self- and peer-assessment

system

Authors: Sung, Yao-Ting; Chang, Kuo-En; Chiou, Shen-Kuan; Hou, Huei-Tse

Source: Computers & Education, 45 (Sep., 2005), pp.187-202

Date: 2005/12/1Speaker: MeiYu Lin

2

outline

Introduction Motive Web-SPA PFSPA Experiment Conclusion Comment

3

Introduction – 1/2

teacher-assessment self-assessment

– self-reflection and self-stimulation peer-assessment

– active learning, social interaction, self-monitoring and regulation

4

Introduction – 2/2

traditional method– many restrictions

multimedia works recording and compiling time

web-based method– any time and any where– real time– high-speed compute

5

Motive

constraints of the arrangement in other systems

advantage of web-based method reduce the workload enhance the efficiency of executing

propose Web-SPA & PFSPA procedures

6

web-based self- and peer-assessment system

provide flexible interface main modules

– user interface– web server application program module– database server

Web-SPA - 1/3

7

Web-SPA - 2/3

8

Web-SPA - 3/3

9

PFSPA – 1/5

progressively focused self- and peer-assessment

characteristics of the PFSPA– recurring of the activities of self-assessment– increasingly sharp contrast– seeks a balance between the evaluating works

and the economy of time allocation

10

traditional procedures– Each and every student assesses his own work– Peer-assessing or re-assessing– Examining/discussing the within-group peer-

assessment results– Examining/discussing the results of peer

assessments among groups– Discussion among groups

PFSPA – 2/5

11

PFSPA procedures– Stage 1: within-group members individuall

y observed and evaluated the works of each other

– Stage 2: conducting the second-stage assessments (best and poorest works)

– Stage 3: conducting the best and the poorest works (one for each)

PFSPA – 3/5

12

PFSPA – 4/5

13

PFSPA – 5/5

14

Experiment – 1/4

Participants– 76 third-graders in a junior high school

2 classes of 37 and 39 students 43 were male and 33 female

Requirement– using individual works– using the percentage scoring scheme and text commentary– anonymous– repeated progressive assessments

15

decrease the discrepancy assessments between students and experts

reduce workload of assessor students greater objectivity in their self-assessment s

cores quality of the students works improved after the asse

ssment activities discover consistency of assessment results between

the students and teachers

Experiment – 2/4

16

Experiment – 3/4

17

Experiment – 4/4

18

Conclusion

Reduce restrictions Increase performance Design web-SPA PFSPA procedures

19

Comment

Enhance anonymous scheme