Comparing with lecturer marked assessments, peer assessment is a more comprehensive learning process and many of the associated problems have occurred. In this research work, we study the peer-assessment impact on group learning activities in order to provide a complete and systematic review, increase the practice and quality of the peer assessment process. Pilot studies were conducted and took the form of surveys, focus group interviews, and questionnaires. Prelimi-nary surveys were conducted with 582 students and 276 responses were received, giving a response rate of 47.4%. The results show 37% student will choose individual work over group work if given the choice. In the case study, 82.1% of the total of 28 students have en-joyed working in a group using Facebook as communication tools. 89.3% of the students can demonstrate their skills through group-working and most importantly, 82.1% of them agree that peer assess-ment is an impartial method of assessment with the help of Facebook as proof of self-contribution. Our suggestions to make group work a pleasant experience are by identifying and taking action against the freeloader, giving credit to the deserving students, educating students on how to give constructive feedback and making the assessment pro-cess transparent to all.
Peer assessment is an efficient and effective learning assessment method that has been used widely in diverse fields in higher education. Despite its many benefits, a fundamental problem in peer assessment is that participants lack the motivation to assess others' work faithfully and fairly. Non-consensus is a common challenge that makes the reliability of peer assessment a primary concern in practices. This research proposes a motivation model that uses review deviation and radicalization to identify non-consensus in peer assessment. The proposed model is implemented as a software module in a…
Peer-assessment experiments were conducted among first and second year students at the University of Trento. The experiments spanned an entire semester and were conducted in five computer science courses between 2013 and 2016. Peer-assessment tasks included question and answer submission as well as answer evaluation tasks. The peer-assessment datasets are complimented by the final scores of participating students for each course. Teachers were involved in filtering out questions submitted by students on a weekly basis. Selected questions were then used in subsequent peer-assessment tasks. Howe…
Peer assessment systems are emerging in many social and multi-agent settings, such as peer grading in large (online) classes, peer review in conferences, peer art evaluation, etc. However, peer assessments might not be as accurate as expert evaluations, thus rendering these systems unreliable. The reliability of peer assessment systems is influenced by various factors such as assessment ability of peers, their strategic assessment behaviors, and the peer assessment setup (e.g., peer evaluating group work or individual work of others). In this work, we first model peer assessment as multi-relat…
Harmful Internet use (HIU) is a term coined for the unintended use of the Internet. In this study, we propose a more accurate HIU measuring method based on the peer assessment and differential evolution approach. The sample data comprises a juvenile population in Poland; 267 subjects assessed 1,513 peers. In addition to classic statistical analysis, differential evolution has been employed. Results indicate that there may be a substantially higher rate of HIU than other studies have indicated. More accurate measurement of the adolescent population influx affected by HIU is needed for healthcar…
Massive Open Online Courses (MOOCs) use peer assessment to grade open ended questions at scale, allowing students to provide feedback. Relative to teacher based grading, peer assessment on MOOCs traditionally delivers lower quality feedback and fewer learner interactions. We present the identified peer review (IPR) framework, which provides non-blind peer assessment and incentives driving high quality feedback. We show that, compared to traditional peer assessment methods, IPR leads to significantly longer and more useful feedback as well as more discussion between peers.
Peer Assessment is a task of analysis and commenting on student's writing by peers, is core of all educational components both in campus and in MOOC's. However, with the sheer scale of MOOC's & its inherent personalised open ended learning, automatic grading and tools assisting grading at scale is highly important. Previously we presented survey on tasks of post classification, knowledge tracing and ended with brief review on Peer Assessment (PA), with some initial problems. In this review we shall continue review on PA from perspective of improving the review process itself. As such rest of t…
Accurately grading open-ended assignments in large or massive open online courses (MOOCs) is non-trivial. Peer review is a promising solution but can be unreliable due to few reviewers and an unevaluated review form. To date, no work has 1) leveraged sentiment analysis in the peer-review process to inform or validate grades or 2) utilized aspect extraction to craft a review form from what students actually communicated. Our work utilizes, rather than discards, student data from review form comments to deliver better information to the instructor. In this work, we detail the process by which we…
In the past, several works have investigated ways for combining quantitative and qualitative methods in research assessment exercises. Indeed, the Italian National Scientific Qualification (NSQ), i.e. the national assessment exercise which aims at deciding whether a scholar can apply to professorial academic positions as Associate Professor and Full Professor, adopts a quantitative and qualitative evaluation process: it makes use of bibliometrics followed by a peer-review process of candidates' CVs. The NSQ divides academic disciplines into two categories, i.e. citation-based disciplines (CDs)…
In December 2003, seventeen years after the first UK research assessment exercise, Italy started up its first-ever national research evaluation, with the aim to evaluate, using the peer review method, the excellence of the national research production. The evaluation involved 20 disciplinary areas, 102 research structures, 18,500 research products and 6,661 peer reviewers (1,465 from abroad); it had a direct cost of 3.55 millions Euros and a time length spanning over 18 months. The introduction of ratings based on ex post quality of output and not on ex ante respect for parameters and complian…
This work aims to propose a method to support students in finding appropriate peers in collaborative and blended learning settings. The main goal of this research is to bridge the gap between pedagogical theory and data driven practice to provide personalized and adaptive guidance to students who engage in computer supported learning activities. The research hypothesis is that we can use Learning Analytics to model students' cognitive state and to assess whether the student is in the Zone of Proximal Development. Based on this assessment, we can plan how to provide scaffolding based on the pri…
Understanding Growth Mindset Practices in an Introductory Physical Computing Classroom: High School Students' Engagement with Debugging by Design Activities
This study explores the effects of COVID-19 confinement in the students performance in higher education. Using a field experiment of 458 students from three different subjects in Universidad Autonoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that interrupted their face-to-face activities because of the confinement. The results show that there is a significant…
We describe the group projects undertaken by first year undergraduate Computer Science students at Coventry University. These are integrative course projects: designed to bring together the topics from the various modules students take, to apply them as a coherent whole. They follow an activity-led approach, with students given a loose brief and a lot of freedom in how to develop their project. We outline the new regulations at Coventry University which eases the use of such integrative projects. We then describe our continuous assessment approach: where students earn a weekly mark by demonstr…
This work focuses on the electric power market, comparing the status quo with the recent trend towards the increase in distributed self-generation capabilities by prosumers. Starting from the existing tension between the intrinsically hierarchical current structure of the electricity distribution network and the substantially distributed and self-organising nature of the self-generation, we explore the limitations imposed by the current conditions. Initially, we introduce a potential multi-layered architecture for a Peer-to-Peer (P2P) energy market, discussing the fundamental aspects of local …
In the past, several works have investigated ways for combining quantitative and qualitative methods in research assessment exercises. In this work, we aim at introducing a methodology to explore whether citation-based metrics, calculated only considering open bibliographic and citation data, can yield insights on how human peer-review of research assessment exercises is conducted. To understand if and what metrics provide relevant information, we propose to use a series of machine learning models to replicate the decisions of the committees of the research assessment exercises.
University of Applied Sciences and Arts of Southern Switzerland (SUPSI)（瑞士南部应用科学与艺术大学）；Ecole Polytechnique Fédérale de Lausanne (EPFL)（洛桑联邦理工学院）
Temporary school closures caused by the Covid-19 pandemic have posed new challenges for many teachers and students worldwide. Especially the abrupt shift to online distance learning posed many obstacles to be overcome and it particularly complicated the implementation of Educational Robotics activities. Such activities usually comprise a variety of different learning artifacts, which were not accessible to many students during the period of school closure. Moreover, online distance learning considerably limits the possibilities for students to interact with their peers and teachers. In an atte…
