کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
348990 | 618209 | 2012 | 18 صفحه PDF | دانلود رایگان |
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.
► This study explored the consistency and difference of teacher-, student self- and peer-assessment.
► There were significant differences in the three assessment methods.
► The results of self- and teacher-assessment were consistent.
► Consistency was not discovered between self- and peer-assessment, peer- and teacher-assessment.
► Teacher- and self-assessment demonstrated high consistency with the end-of-course examination.
Journal: Computers & Education - Volume 58, Issue 1, January 2012, Pages 303–320