Online peer assessment in an inservice science and mathematics teacher education course

Meichun Lydia Wen, Chin Chung Tsai

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)55-67
Number of pages13
JournalTeaching in Higher Education
Volume13
Issue number1
DOIs
Publication statusPublished - 2008 Feb 1

Fingerprint

mathematics
project group
teacher
science
education
learning success
research method
instructor
Group
rating
classroom

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{ee6ec3a300b94960acfe502a90c3f374,
title = "Online peer assessment in an inservice science and mathematics teacher education course",
abstract = "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.",
author = "Wen, {Meichun Lydia} and Tsai, {Chin Chung}",
year = "2008",
month = "2",
day = "1",
doi = "10.1080/13562510701794050",
language = "English",
volume = "13",
pages = "55--67",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "1",

}

Online peer assessment in an inservice science and mathematics teacher education course. / Wen, Meichun Lydia; Tsai, Chin Chung.

In: Teaching in Higher Education, Vol. 13, No. 1, 01.02.2008, p. 55-67.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Online peer assessment in an inservice science and mathematics teacher education course

AU - Wen, Meichun Lydia

AU - Tsai, Chin Chung

PY - 2008/2/1

Y1 - 2008/2/1

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.

UR - http://www.scopus.com/inward/record.url?scp=38049184717&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38049184717&partnerID=8YFLogxK

U2 - 10.1080/13562510701794050

DO - 10.1080/13562510701794050

M3 - Article

VL - 13

SP - 55

EP - 67

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 1

ER -