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A Sentinel-Based peer assessment Mechanism for Collaborative Learning

Computers, Materials & Continua 2020年第12期65卷 2309-2319页

作者： Cong Wang Mingming Zhao Qinyue Wang Min Li Sichuan Police College Luzhou646000China Sichuan Normal University Chengdu610068China University of Tasmania Sandy BayTAS7001Australia

This paper introduces a novel mechanism to improve the performance of peer assessment for collaborative ***,a small set of assignments which have being pre-scored by the teacher impartially,are introduced as“sentinels”.The reliability of a reviewer can be estimated by the deviation between the sentinels’scores judged by the reviewers and the impartial *** filtering the inferior reviewers by the reliability,each score can then be subjected into mean value correction and standard deviation correction processes *** the optimized mutual score which mitigated the influence of the subjective differences of the reviewers are *** perform our experiments on 200 *** are asked to submit their assignments and review each *** the experiments,the sentinel-based mechanism is compared with several other baseline *** proves that the proposed mechanism can effectively improve the accuracy of peer assessment,and promote the development of collaborative learning.

关键词： Smart education peer assessment collaborative learning

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SYNCHRONOUS LEARNING NETWORK:HOW COLLEGE STUDENTS USE peer assessment TECHNIQUES IN EVALUATION OF THEIR WRITING

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Chinese Journal of Applied Linguistics 2009年第6期32卷 52-64,129页

作者：翁克山李青海南医学院外语部

This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...

关键词： peer assessment synchronous learning network online writing community

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AN INVESTIGATION OF SCORER RELIABILITY OF SELF AND peer assessment OF EFL WRITING AMONG CHINESE COLLEGE STUDENTS

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Chinese Journal of Applied Linguistics 2007年第1期30卷 3-11,126页

作者：陈纪梁王鲲中国科学技术大学外语系

In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.

关键词： self assessment peer assessment learner autonomy

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On-line peer assessment of Chinese Students＇ Oral Presentation in English

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Sino-US English Teaching 2012年第3期9卷 1005-1009页

作者： LIU Li LU Lei-na Dalian University of Technology Dalian China Nanjing University of Science and Technology Nanjing China

The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning

关键词： on-line learning peer assessment oral presentation

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Student peer assessment

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Review of Educational Theory 2020年第2期3卷 74-78页

作者： Chenhua Gu Department of Early Childhood Shanghai Xingjian CollegeShanghai200040China

This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.

关键词： peer assessment Formative assessment Curriculum engagement Challenge

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英语写作课中同学评估的可行性研究

英语写作课中同学评估的可行性研究

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作者：李颜浙江大学

学位级别：硕士

This is a pedagogy-oriented study, which aims at supplying a gap in the lack of research on the feasibility of peer assessment in EFL writing course under Chinese context. The research questions are: 1. How similar are peer, self- and teacher ratings of EFL writing? Are there any differences between the major and non-major students? 2. What are the students' attitudes towards peer rating?;3. For peer assessment and self-assessment, which is more reliable and valid? Are there any differences between the major and non-major students? 4. Does peer feedback influence students' attitudes about peer assessment? Seventy-six English majors in Zhejiang University were assigned to write two essays respectively in two experiments. Each essay was rated and commented on by one teacher, three peers and the writers themselves. Students also filled out an attitude questionnaire regarding the three different assessments. The results show that: 1. There are correlations among these three assessments, but higher correlations are found between peer and teacher ratings than those between self- and teacher ratings, as well as statistically significant correlations on the aspects of content, organization, vocabulary and language use between peer and teacher ratings;2. Students hold an overall positive attitude towards peer rating and feedback;3. In the present study, peer assessment is found to be more reliable and valid than self-assessment according to both the qualitative and quantitative data collected;4. peer feedback does not influence students' favorable attitudes about the feedback.

关键词： peer assessment self-assessment teacher assessment writing

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