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A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students
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Computers & Education Volume 58, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency.

Citation

Chang, C.C., Tseng, K.H. & Lou, S.J. (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students. Computers & Education, 58(1), 303-320. Elsevier Ltd. Retrieved May 6, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.08.005

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