Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment |
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Authors: | Xiongyi Liu Lan Li Zhihong Zhang |
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Institution: | 1. Department of Curriculum and Foundations, Cleveland State University, Cleveland, OH, USA;2. School of Teaching and Learning, Bowling Green State University, Bowling Green, OH, USA;3. Office of Academic Affairs, Ningbo Radio and TV University, Ningbo, China |
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Abstract: | The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups. |
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Keywords: | Peer review web-based peer assessment formative learning peer interaction small group discussion |
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