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Learning through science writing via online peer assessment in a college biology course
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Internet and Higher Education Volume 13, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study used an online peer assessment activity to help 47 college students to learn biology through writing. Each student submitted a biology writing report to an online system and then experienced three rounds of peer assessment. During the online peer assessment process, self, peer and expert evaluation scores for the writing were gathered across three rounds. It was found that self-assessment scores were not quite consistent with the expert's scores, but the peer assessment scores demonstrated adequate validity with the expert's evaluation. In particular, when the students had more rounds of peer assessment for reviewing the writing, the validity of the peer scores was enhanced. An examination of the students' writing scores, allocated by peers and expert, indicated that the students significantly improved the writing as the peer assessment activity proceeded. Content analyses of the students' writing also revealed that their writing gradually developed with significantly better coverage, richness and organization resulting from the online peer assessment activity.

Citation

Liang, J.C. & Tsai, C.C. (2010). Learning through science writing via online peer assessment in a college biology course. Internet and Higher Education, 13(4), 242-247. Elsevier Ltd. Retrieved May 27, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2010.04.004

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