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

    研究成果: 雜誌貢獻文章同行評審

    44 引文 斯高帕斯(Scopus)

    摘要

    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.

    原文英語
    頁(從 - 到)303-320
    頁數18
    期刊Computers and Education
    58
    發行號1
    DOIs
    出版狀態已發佈 - 2012 一月 1

    ASJC Scopus subject areas

    • Computer Science(all)
    • Education

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