1 The design and application of a web-based self- and peer- assessment system Authors: Sung, Yao-Ting; Chang, Kuo-En; Chiou, Shen-Kuan; Hou, Huei-Tse Source: Computers & Education, 45 (Sep., 2005), pp Date: 2005/12/1 Speaker: MeiYu Lin

2 outline Introduction Motive Web-SPA PFSPA Experiment Conclusion Comment

3 Introduction – 1/2 teacher-assessment self-assessment – self-reflection and self-stimulation peer-assessment – active learning, social interaction, self-monitoring and regulation

4 Introduction – 2/2 traditional method – many restrictions multimedia works recording and compiling time web-based method – any time and any where – real time – high-speed compute

5 Motive constraints of the arrangement in other systems advantage of web-based method reduce the workload enhance the efficiency of executing propose Web-SPA & PFSPA procedures

6 web-based self- and peer-assessment system provide flexible interface main modules – user interface – web server application program module – database server Web-SPA - 1/3

7 Web-SPA - 2/3

8 Web-SPA - 3/3

9 PFSPA – 1/5 progressively focused self- and peer- assessment characteristics of the PFSPA – recurring of the activities of self-assessment – increasingly sharp contrast – seeks a balance between the evaluating works and the economy of time allocation

10 traditional procedures – Each and every student assesses his own work – Peer-assessing or re-assessing – Examining/discussing the within-group peer- assessment results – Examining/discussing the results of peer assessments among groups – Discussion among groups PFSPA – 2/5

11 PFSPA procedures – Stage 1: within-group members individually observed and evaluated the works of each other – Stage 2: conducting the second-stage assessments (best and poorest works) – Stage 3: conducting the best and the poorest works (one for each) PFSPA – 3/5

12 PFSPA – 4/5

13 PFSPA – 5/5

14 Experiment – 1/4 Participants – 76 third-graders in a junior high school 2 classes of 37 and 39 students 43 were male and 33 female Requirement – using individual works – using the percentage scoring scheme and text commentary – anonymous – repeated progressive assessments

15 decrease the discrepancy assessments between students and experts reduce workload of assessor students greater objectivity in their self-assessment scores quality of the students works improved after the assessment activities discover consistency of assessment results between the students and teachers Experiment – 2/4

16 Experiment – 3/4

17 Experiment – 4/4

18 Conclusion Reduce restrictions Increase performance Design web-SPA PFSPA procedures

19 Comment Enhance anonymous scheme