This paper introduces a novel mechanism to improve the performance of peer assessment for collaborative learning.Firstly,a small set of assignments which have being pre-scored by the teacher impartially,are introduced...This paper introduces a novel mechanism to improve the performance of peer assessment for collaborative learning.Firstly,a small set of assignments which have being pre-scored by the teacher impartially,are introduced as“sentinels”.The reliability of a reviewer can be estimated by the deviation between the sentinels’scores judged by the reviewers and the impartial scores.Through filtering the inferior reviewers by the reliability,each score can then be subjected into mean value correction and standard deviation correction processes sequentially.Then the optimized mutual score which mitigated the influence of the subjective differences of the reviewers are obtained.We perform our experiments on 200 learners.They are asked to submit their assignments and review each other.In the experiments,the sentinel-based mechanism is compared with several other baseline algorithms.It proves that the proposed mechanism can effectively improve the accuracy of peer assessment,and promote the development of collaborative learning.展开更多
The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer...The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning展开更多
This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as s...In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.展开更多
This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed...This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...展开更多
基金sponsored by the National Natural Science Foundation of China(61602331)the Opening Foundation for the Key Laboratory of Sichuan Province(NDSMS201606).
文摘This paper introduces a novel mechanism to improve the performance of peer assessment for collaborative learning.Firstly,a small set of assignments which have being pre-scored by the teacher impartially,are introduced as“sentinels”.The reliability of a reviewer can be estimated by the deviation between the sentinels’scores judged by the reviewers and the impartial scores.Through filtering the inferior reviewers by the reliability,each score can then be subjected into mean value correction and standard deviation correction processes sequentially.Then the optimized mutual score which mitigated the influence of the subjective differences of the reviewers are obtained.We perform our experiments on 200 learners.They are asked to submit their assignments and review each other.In the experiments,the sentinel-based mechanism is compared with several other baseline algorithms.It proves that the proposed mechanism can effectively improve the accuracy of peer assessment,and promote the development of collaborative learning.
文摘The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning
文摘This paper mainly focuses on advantages and challenges of student peer assessment,which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
文摘In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.
文摘This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...
