Online-based Rubric for Peer Assessment: Effectiveness and Implications

Kok Yueh Lee,David Hassell,Shana Mat Salleh,Thulasimani Munohsamy

doi:10.35307/saltel.v4i2.76

Abstract

This study investigates using technology to promote authentic and meaningful learning in applying a peer assessment rubric for a public speaking assessment in a higher education institution in Brunei Darussalam. Three hundred six undergraduates from Universiti Teknologi Brunei's Schools of Business, Computing, and the Engineering Faculty conducted the assessments in real-time using online-based rubrics accessible via their smartphones or laptops. Comparisons were made between the lecturers' marks and students for each rubric criterion, and a set of questionnaires was distributed to investigate students' perceptions toward the peer assessment after the assessment. The results indicated a variable discrepancy between assessments by the lecturers and students for the rubric criteria. While in some disciplines, peer marking was found to overmark compared to the lecturer by more than 15%, in other cases, the marks were similar. Comparison between peer and lecturer assessment indicated that the level of agreement was sensitive to the lecturer, but less so between student cohort when assessed by the same lecturer. When differences were observed, there was no apparent discrepancy in an agreement between aspects of the rubric which evaluated content or delivery. Studentsâ€™ feedback revealed a positive response towards peer assessment but highlighted issues surrounding the technological aspects of the implementation process.

Highlights

Assessments in classrooms have shifted dramatically from the more conventional approach such as tests or examinations to newer forms of assessments such as portfolios or the use of technology and inclusion of students as part of the assessment exercise
This paper presents a study investigating the implementation of technology during the delivery of a peer assessment exercise as part of an assessment in public speaking
Despite some students identifying issues related to their poor understanding of the expectations and specifications of the rubric criterion, the use of technology provided an enhanced experience through the delivery of instantaneous feedback and peer-to-peer learning via the evaluation of positive and negative rubric criteria during public speaking

Summary

Introduction

Assessments in classrooms have shifted dramatically from the more conventional approach such as tests or examinations to newer forms of assessments such as portfolios or the use of technology and inclusion of students as part of the assessment exercise. Assessment and feedback play a vital role in teaching and learning, and peer assessment is used as an additional means to strengthen this significant role of assessment (De Grez et al, 2010). Students' involvement in assessment has been recognized as an essential aspect of learning and teaching, usually in the form of self or peer assessment, where students take on the assessor's role. Students evaluate the work of their peers using a predetermined set of criteria or guidelines, and students assess their own work in self-assessment. Peer assessment plays a significant role in informative assessment by involving the students to evaluate their peers, and with proper implementation, peer assessment can be used as a part of summative assessment. Peer assessment is evaluating the learning outcomes, but it is a learning process (White, 2009)

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