Student Peer Scores and Attitudes toward Peer Assessment: A study of college EFL course
Yu-Fang Yang, JenTeh Junior College of Medicine, Nursing and Management, Taiwan ; Chin-Chung Tsai, Sheng-Chau Tseng, National Taiwan University of Science and Technology, Taiwan
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined the validity and reliability of peer-generated grades in their English assignments and investigated students’ attitudes toward peer assessment. An online peer assessment learning module was implemented to help 163 vocational college students undertake their assignments in an English course. Students were asked to complete a questionnaire about their attitudes regarding peer assessment before and after the online peer assessment activity. Students’ peer scores as well as their responses to the questionnaire were then collected and analyzed. The findings revealed that peers’ ratings showed a certain degree of validity, and students’ negative attitudes toward peer assessment decreased after they had experienced the activity on the Internet.
Yang, Y.F., Tsai, C.C. & Tseng, S.C. (2009). Student Peer Scores and Attitudes toward Peer Assessment: A study of college EFL course. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1903-1910). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)