Learning through science writing via online peer assessment in a college biology course

Jyh Chong Liang, Chin-Chung Tsai*


研究成果: 雜誌貢獻期刊論文同行評審

33 引文 斯高帕斯(Scopus)


This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity.

頁(從 - 到)242-247
期刊Internet and Higher Education
出版狀態已發佈 - 2010 12月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用
  • 電腦網路與通信


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