A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students

Chi-Cheng Chang, Kuo Hung Tseng, Shi Jer Lou

Research output: Contribution to journalArticle

40 Citations (Scopus)


This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency.

Original languageEnglish
Pages (from-to)303-320
Number of pages18
JournalComputers and Education
Issue number1
Publication statusPublished - 2012 Jan 1



  • Peer-assessment
  • Self-assessment
  • Web-based portfolio
  • Web-based portfolio assessment

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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