TY - JOUR
T1 - Online peer assessment in an inservice science and mathematics teacher education course
AU - Wen, Meichun Lydia
AU - Tsai, Chin Chung
N1 - Funding Information:
Funding of this research work was supported by the National Science Council, Taiwan (Grant Nos. NSC 92-2524-S-009-003, NSC 93-2524-S-009-003, and NSC 93-2511-S-018-009), and the Ministry of Education, Taiwan (Grant No. E020-90B858). The authors would also like to thank the referees for offering suggestions and assistance.
PY - 2008/2
Y1 - 2008/2
N2 - Online or web-based peer assessment is a valuable and effective way to help the learner to examine his or her learning progress, and teachers need to be familiar with the practice before they use it in their classrooms. Therefore, the purpose of our study was to design an online peer assessment activity for 37 inservice science and mathematics teachers. The teachers were divided into 12 groups, and each group was required to present a master's thesis proposal at the end of a research methods course. Each participant gave feedback and ratings to several group projects during a three-round online peer assessment activity. Two instructors' scores and peers' scores were in low to medium correlation. The quality of group projects and participants' feedback improved, but a decrease in attitudes toward peer assessment was found. The results of the study are discussed and implications are provided.
AB - Online or web-based peer assessment is a valuable and effective way to help the learner to examine his or her learning progress, and teachers need to be familiar with the practice before they use it in their classrooms. Therefore, the purpose of our study was to design an online peer assessment activity for 37 inservice science and mathematics teachers. The teachers were divided into 12 groups, and each group was required to present a master's thesis proposal at the end of a research methods course. Each participant gave feedback and ratings to several group projects during a three-round online peer assessment activity. Two instructors' scores and peers' scores were in low to medium correlation. The quality of group projects and participants' feedback improved, but a decrease in attitudes toward peer assessment was found. The results of the study are discussed and implications are provided.
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U2 - 10.1080/13562510701794050
DO - 10.1080/13562510701794050
M3 - Article
AN - SCOPUS:38049184717
VL - 13
SP - 55
EP - 67
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 1
ER -