Peer Assessment Model Research Articles

Implementation of the Peer Assessment Model in Mathematics Learning Evaluation: An Innovative Approach

This research explores the implementation of a peer assessment model for evaluating mathematics learning as an innovative approach to enhance student understanding and classroom dynamics. Using qualitative methods, the study employs classroom observations, document analysis, and interviews with teachers and students to assess the impact of the model. Results indicate that the peer assessment model fosters student collaboration in the mathematics teaching and learning process. Improved social interaction positively influences concept understanding, with students actively contributing to building collective knowledge. Despite increasing student engagement, challenges such as unequal comprehension levels and the need for additional teacher support were identified. Adaptation for effective integration into the existing mathematics curriculum is necessary, considering students' individual differences. The research affirms that the peer assessment model not only gauges students' final understanding but also underscores the learning process itself. Emphasizing the development of interpersonal and collaboration skills leads to a dynamic learning environment. Consequently, this study recognizes the potential of the peer assessment model as an innovative evaluation tool in mathematics learning. Although adjustments and addressing emerging challenges are required, the model holds promise for significant changes in the evaluation and teaching of mathematics, contributing to a more holistic and contextual approach to learning.

Is collaborative peer assessment model effective for genre-based writing in university?

<span lang="EN-US">The existing peer assessment model for genre-based writing must be developed to gain the maximum quality of the assessment. It needs to be integrated with collaborative learning and problem-based learning and make the peer assessment as part of learning. Thus, this research has aim to determine the effectiveness of the peer assessment model in the group genre-based writing class. The method used was quantitative method with comparative design. The model was developed at seventh semester of English Education Department, Universitas Islam Negeri Salatiga, Indonesia. There are 23 pre-service English teachers (PSETs) joining on the implementation developed peer assessment model collaborative genre-based writing peer assessment model. The result revealed that there is no difference between the score from the peer assessment and the score given by the lecturer. It can be concluded that the collaborative genre-based writing peer assessment conducted by students has similarities with the assessment conducted by the teacher. It supports that the students’ and teacher’s assessment has the same quality.</span>

Application of a peer learning and assessment model in an undergraduate pharmacy course

BackgroundTimely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher – as the only evaluator – to accommodate students’ diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students’ learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled ‘Medicinal Chemistry of Natural Products’.MethodsWe surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS.ResultsPLAM effectively increased feedback efficiency, enhancing students’ learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors – learning attitude, participation, and interpersonal relationship – explained up to 71.3% of the model.ConclusionsThe PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains.

The Role Of Peer Assessment Model With A Web Platform In Participation And Learning Achievement Of Students

Technological innovations have led to the widespread use of web-based peer evaluation as an alternative formative assessment strategy. This assessment method has significant potential benefits for the education of the student population (Chien, Hwang, & Jong, 2020). A web-based peer evaluation system and a method for team improvement were developed in order to allow the rapid administration of the assessment, stimulate the provision of quality feedback, and construct effective team operations (Friedrich, 2019). However, very few teachers really put into practice peer evaluations that are completely anonymous. When implementing web-based peer assessment systems, both students and instructors will have obligations. The teachers often have a considerable impact on the outcomes of the usual classroom assessments (Liu, Li, & Zhang, 2017). The finding of this study suggests that there is a wider gap between the evaluations that males and females have of themselves based on their own self-assessments and the evaluations that the lecturer has of them based on their own evaluations. One of the many possible explanations for this phenomenon is that individuals often have a more favourable perception of their own intellect than females. The aim of this article is to provide evidence on the role of the Peer Assessment Model with A Web Platform in participation and learning. A total of fifty reputable publications were searched out; however, only five were proved to have a high level of authenticity and relevancy with the topic.

SOME ASPECTS OF THE INTEGRATION OF PEER-ASSESSMENT IN EFL WRITING CLASSROOM (CASE OF GEORGIA)

Writing skills are considered to be the most challenging skills for a second language learner to master. Large number of studies have been carried out to address this issue. The researchers emphasise the vital role of adequate pedagogical approach, fair assessment, and constructive feedback in teaching writing. The main focus of this study is peer assessment, as one of the most effective techniques for developing writing skills by giving feedbacks and assessments. However, this technique, similar to any other methodological tools, can encounter the problems. This research highlights some of the major problems encountered in the peer assessment process and suggests recommendations for their solution. Empirical data of this study are collected from self-reflective classroom practice of peer-assessment. Quantitative analysis is performed on the points assigned by the peers and by the professor by using t-test. Qualitative analysis is carried out based on class observation and thematic analysis of the feedbacks provided by the participants. The results of the research show that the most significant factors that hinder successful implementation of peer assessment in EFL classroom in Georgia, are the social factor of friendship and the lack of oral interaction between the reviewer groups and the reviewees. Respectively, adoption of the two-fold model of peer-assessment that includes: 1. Written format of peer-assessment with final points assigned by the professor and 2. Oral interaction between the assessor(s) and assessed students, makes the peerassessment one of the most effective techniques for developing writing skills in EFL classes in Georgia.

Falling into the Gaps, Together: On Peer Review as Intellectual Accompaniment

Falling into the Gaps, Together: On Peer Review as Intellectual Accompaniment

An Advanced Communication Skills Workshop Using Standardized Patients for Senior Medical Students.

IntroductionMedical students often lack training in advanced communication skills encompassing emotionally fraught situations and those in which an intense emotional response is expected. Such skills are required for clinical situations encountered during residency. We created and evaluated an advanced communication skills workshop (ACSW) using standardized patients for senior medical students. The workshop emphasized communication skills for four scenarios—strong emotion, goals of care, medical error, and palliative care assessment—and utilized formative peer assessment and feedback.MethodsWe created the four ACSW cases with case-specific communication behavior checklists and a common modified Master Interview Rating Scale in a Capstone Course for senior medical students. In groups of three, students rotated through three of four stations. Each student conducted one of the interviews while the other two completed the checklists and provided verbal feedback. We performed one-way analyses of variance on Likert responses and content analysis on open responses on a post-ACSW survey.ResultsNinety-one students completed the ACSW and survey. Students assigned high value to all four ACSW student roles: interviewer, observer, feedback recipient, and feedback provider. Students rated the experience above average to excellent on nearly all survey items. Open-response themes included “liked the opportunity to give or receive peer feedback” (46%) and “found the checklists helpful” (45%).DiscussionFeasible and well received by senior medical students, our ACSW offers an opportunity to practice and observe advanced communication skills and peer feedback. A peer-assisted, formative learning model, the ACSW efficiently addresses a key aspect of residency preparation.

The Influence of Multi-assessment Model on the Motivation of Adults’ English Listening and Speaking Learning

Due to the long time away from campus, the difficulty in ensuring study time, and poor psychological condition, adults have much difficulties in learning English. The study of adult English learning motivation helps to understand the main purpose of adult English learning, and then from the actual needs of students, to improve the strategies to stimulate adult English learning. Based on the adult English listening and speaking course, this paper takes the third-grade students from Beijing International Studies University (Continual Education Institute) as an example to establish a multi-assessment model of self-assessment, peer assessment and teacher assessment, along with interview and reflective journal to explore the influence of multi-assessment model upon adult English learning. The result has shown that under the multi-assessment model, the motivation of adults to learn English is gradually changed from external factors driving to internal factors driving, from personal development to intrinsic interest. That is, they changed from being forced to learn English gradually to autonomous learning. This study further broadens the scope of the participants of the multi-assessment model and offers suggestions for adult English education in China.

Model of Group Peer Assessment on E-Learning

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher. In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

Transforming the first-year experience through self and peer assessment

The transition into higher education from secondary school is a challenging change for many students. This transition and the problems students face as a result, can affect their ability to succeed. Universities recognise the transition to university as a significant feature of student engagement and learning. The current article explores an already established assessment model as a tool to help acculturate first-year students to tertiary assessment practices. The author has moulded a model of self and peer assessment that has been utilised at all levels of schooling, as a specific means to help students engage, not only with content, but also with the administrative processes of assessment. Over the course of a number of weeks, undergraduate education students, in their first semester of university study, were subjected to Authentic Self and Peer Assessment for Learning (ASPAL) model, which sought to illustrate study skills, encourage collaboration, promote autonomy and illustrate to students how assessment can drive learning. The current article presents a case for the use of the ASPAL model of assessment as a transition pedagogy that can help students better understand assessment at the tertiary level and enhance student success.

Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school

Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.

Wiki as a Tool in Teaching Translation: An Online Peer-Assessment Model of Evaluation

The complexities of the real professional world the trainee translators are to enter requires the utilization of the large scale instruction, flexibility and highly facilitated and interactive learning that online learning and its associated facilities put at our disposal within an instructional design. This paper is an attempt to investigate the effect of incorporating wiki (an asynchronous text-based online collaborative tool) in a web-based social constructivist specialized translator training workshop on trainee translators’ performance in comparison with conventional contact classrooms applying the same instructional framework. An experimental research methodology was utilized to answer the research question and test the hypothesis. The results revealed that using such a collaborative tool as wiki in the translator training workshop had improved the performance of future translators as a consequence of more developed translation and translator competences when compared with the conventional contact classroom.

The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

Wiki as a Tool in Teaching Translation: An Online Peer-Assessment Model of Evaluation

The complexities of the real professional world the trainee translators are to enter requires the utilization of the largescale instruction, flexibility and highly facilitated and interactive learning that online learning and its associatedfacilities put at our disposal within an instructional design. This paper is an attempt to investigate the effect ofincorporating wiki (an asynchronous text-based online collaborative tool) in a web-based social constructivistspecialized translator training workshop on trainee translators’ performance in comparison with conventional contactclassrooms applying the same instructional framework. An experimental research methodology was utilized toanswer the research question and test the hypothesis. The results revealed that using such a collaborative tool as wikiin the translator training workshop had improved the performance of future translators as a consequence of moredeveloped translation and translator competences when compared with the conventional contact classroom.

A gamified peer assessment model for on-line learning environments in a competitive context

Peer Assessment (PA) offers a powerful solution that helps teachers in online learning environments to correct essays by distributing the workload among students. Nevertheless, the quality of the results in PA depends on good evaluations of reviewers. Thus, the main drawback for scaling up the use of PA is the presence of inadequate behaviours, such as being too harsh or too soft in the assessment, or even not offering a helpful feedback. This usually occurs due to the lack of motivation and engagement of students in the PA process. To deal with this problem, this paper proposes a gamified peer assessment model, where gamification elements are used to engage students in PA activities. Two experiments using the proposed model within an intelligent tutoring system called MeuTutor shows satisfactory outcomes. We verified that the average grade given by students to an essay are equivalent to those given by experts, but the time and costs to complete the assessments were largely reduced. Furthermore, the use of gamification helped to increase the amount of students' access to the system in 64.28%; increase in 10.53% the number of essays written and submitted; and improve the quantity and quality of assessments for each essay.

MODEL PENILAIAN SEBAYA UNTUK MENINGKATKAN HASIL PEMBELAJARAN MENULIS DI SMP

: Peer-Assessment Model to Improve the Writing Ability of Junior-High-School Students. This study is aimed at developing a peer-assessment (PA) model to improve the writing ability of junior-high-school students. This study employed RDR (research, development, and research) design as well as R2D2 (recursive, reflective design and development) design, going through three procedural stages: pre-development, development, and try-out. Data concerning product try-out were qualitative in nature, whereas data concerning product experimentation were quantitative. The results of this study include a PA package and the description of its effectiveness. The PA package contains lesson plans, PA guides, learning models, and guidelines for developing PA. The results of product experimentation show that PA has a number of strengths.

The effect of peer assessment on project performance of students at different learning levels

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.

Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom

This study explores the implementation of peer assessment with a group of students studying physics at Advanced level in a post-secondary school in Malta. The study that draws on action research methodology looks at how the views of students regarding peer assessment evolve as they engage with peer assessment. The research involved the actual implementation of an apprenticeship model of peer assessment and looked at the issues faced by the students. The results of the study show that students were very much immersed in a traditional assessment culture and needed to be trained to develop peer assessment skills. Student concerns related to fairness, regarding their abilities as assessors and dependence on the teacher as ‘expert’ remained unchanged as the students engaged with peer assessment. Successful implementation of peer assessment therefore requires a re-examination of the role of student and teachers as assessors within a safe learning environment.

Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model

In 2011 the authors created a model of selfand peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of selfand peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.

Construction of competency model of 'excellent doctor' in Chinese medicine

To evaluate outstanding and ordinary persons from personal characteristics using competency as the important criteria, which is the future direction of medical education reform. We carried on a behavior event interview about famous doctors of old traditional Chinese medicine, compiled competency dictionary, proceed control prediction test. SPSS and AMOS were used to be data analysis tools on statistics. We adopted the model of peer assessment and contrast to carry out empirical research. This project has carried on exploratory factor analysis and confirmatory factor analysis, established a "5A" competency model which include moral ability, thinking ability, communication ability, learning and practical ability. Competency model of "excellent doctor" in Chinese medicine has been validated, with good reliability and validity, and embodies the characteristics of traditional Chinese medicine personnel training, with theoretical and practical significance for excellence in medicine physician training.