Indexing
All Issues
Submission
Author Guidelines
Reviewers
Editorial Members
Publication Fee
Vol.2 , No. 3, Publication Date: Jun. 29, 2015, Page: 18-28
| [1] | Galini Rekalidou, Department of Education Sciences in Early Childhood, Democritus University of Thrace, Nea Chili, Alexandroupolis, Greece. |
| [2] | Jim Prentzas, Department of Education Sciences in Early Childhood, Democritus University of Thrace, Nea Chili, Alexandroupolis, Greece. |
| [3] | Konstantinos Karadimitriou, Department of Education Sciences in Early Childhood, Democritus University of Thrace, Nea Chili, Alexandroupolis, Greece. |
In this paper, we describe a study carried out to investigate self, peer and co-assessment processes of pre-service teachers in a Wiki project. Thirty-four undergraduate students of an Early Childhood Education Department worked in pairs for an entire semester in order to prepare Wikipedia articles under the guidance of the authors of this paper. All of them had previously attended courses and seminars about assessment strategies in education as part of their obligatory theoretical training. During this project, students had to assess both their peers and their own work with a specially designed protocol. Self-assessment results were correlated to peer and co-assessment results. Students also had to justify their assessments, to provide feedback and to improve their own work based on feedback they received. A last aspect of this research was to examine whether this Wiki project promoted students’ skills in self-, peer and co-assessment. Results indicate that not only did students manage to apply their theoretical knowledge about assessment successfully in the Wiki context but also acknowledged that their participation promoted their skills on this subject. Students have also significantly improved their scores in several categories of the protocol in the second round of peer assessment compared to the first. That makes us believe that they provided effective feedback to each other and that they also took into consideration the feedback they received. Finally, most students mentioned “innovation of the project” and “the disclosure of their work to the public” to be the most interesting aspects of this implementation.
Keywords
Assessment for Learning, Self-, Peer and Co-assessment, Learning/Assessing in Groups, Assessment in Teacher Education, Assessment in Collaborative Learning, Assessment and Wikis in Higher Education
Reference
| [01] | Boud, D. (2009). How can practice reshape assessment?. In Joughin, G. (Ed.), Assessment, learning and judgment in higher education (pp. 1-15). Berlin Heidelberg: Springer. |
| [02] | Boud, D., Cohen, R., & Sampson, J. (Eds.). (2001). Peer learning in higher education: learning from & with each other. New York: Routledge. |
| [03] | Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. New York: Routledge. |
| [04] | Cassidy, S. (2006 ). Developing employability skills: Peer assessment in higher education. Education+ Training, 48(7), 508-517. |
| [05] | Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891–901. |
| [06] | Collier, B., & Bear, J. (2012). Conflict, confidence, or criticism: an empirical examination of the gender gap in Wikipedia. In Proceedings of the ACM Conference on Computer Supported Cooperative Work (pp. 383–392). New York: ACM. |
| [07] | Deeley, S. J. (2014). Summative co-assessment: a deep learning approach to enhancing employability skills and attributes. Active Learning in Higher Education, 15(1), 39–51. |
| [08] | Deeley, S. J. (2013). Co-assessment: a democratic approach to deep learning. Asia-Pacific Regional Conference on Service-Learning. |
| [09] | De Grez, L., Valcke, M., & Roozen, I. (2009). The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills. European Journal of Psychology of Education, 24(3), 293-306. |
| [10] | Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331–350. |
| [11] | Donne, V. (2012). Wiki: using the Web connections to connect students. TechTrends, 56(2), 31–36. |
| [12] | Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. |
| [13] | Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. New York: Routledge. |
| [14] | Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36(1), 51–62. |
| [15] | Hadjerrouit, S. (2013). Collaborative writing with wikis: pedagogical and technological implications for successful implementation in teacher education. In D. G. Sampson, P. Isaias, D. Ifenthaler, & J. M. Spector (Eds.), Ubiquitous and mobile learning in the digital age (pp. 173–189). Berlin Heidelberg: Springer. |
| [16] | Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. |
| [17] | Hill B. M, & Shaw A (2013). The Wikipedia gender gap revisited: Characterizing survey response bias with propensity score estimation. PLoS ONE, 8(6), e65782. |
| [18] | Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research & Development, 27(1), 55–67. |
| [19] | Hutchison, A., & Colwell, J. (2012). Using a wiki to facilitate an online professional learning community for induction and mentoring teachers. Education and Information Technologies, 17(3), 273–289. |
| [20] | Jessop, T., McNab, N., & Gubby, L. (2012). Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education, 13(2), 143–154. |
| [21] | Kearney, S. (2013). Improving engagement: the use of ‘Authentic self- and peer-assessment for learning to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891. |
| [22] | Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401. |
| [23] | Ng, E. M. W., & Lai, Y. C. (2012). An exploratory study on using wiki to foster student teachers’ learner-centered learning and self and peer assessment. Journal of Information Technology Education: Innovations in Practice, 11, 71–84. |
| [24] | Ng, E. M. W. (2014). Using a mixed research method to evaluate the effectiveness of formative assessment in supporting student teachers’ wiki authoring. Computers & Education, 73, 141–148. |
| [25] | Nicol, D.J., and McFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. |
| [26] | Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122. |
| [27] | O’Bannon, B.W., Lubke, J.K., & Britt, V.G. (2013). You still need that face-to-face communication’: drawing implications from preservice teachers’ perceptions of wikis as a collaborative tool. Technology, Pedagogy and Education, 22(2), 135–152. |
| [28] | Orsmond, P., & Merry, S. (2013). The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. Assessment & Evaluation in Higher Education, 38(6), 737–753. |
| [29] | Peled, Y., Bar-Shalom, O., & Sharon, R. (2014). Characterisation of pre-service teachers' attitude to feedback in a wiki-environment framework. Interactive Learning Environments, 22(5), 578–593. |
| [30] | Poyas, Y. (2013). ‘Private path, public route’: a multicultural group of teachers experiences Wiki-assisted learning. Technology, Pedagogy and Education, 22(2), 153–172. |
| [31] | Prentzas, J., & Rekalidou, G. (2014). Building Collaborative Virtual Communities in a University Department of Early Childhood Education for Wikipedia Article Authoring. In C.N. Stevenson & J.C. Bauer (Eds.), Building Online Communities in Higher Education Institutions: Creating Collaborative Experience (pp. 23-43). Hershey, PA: IGI Global. |
| [32] | Rekalidou, G., Karadimitriou, K., & Prentzas, J. (2015). Collaboration of Pre-Service Early Childhood Teachers in Dyads for Wikipedia Article Authoring. International Journal of Modern Education Research, 2 (2), 8–17. |
| [33] | Roblyer, M.D., & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). New York: Pearson. |
| [34] | Sluijsmans, D. (2002). Student involvement in assessment. The training of peer assessment skills. Unpublished doctoral dissertation, Open University of the Netherlands, Heerlen. |
| [35] | Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1(3), 293–319. |
| [36] | Smith, C.M. and Sodano, T.M. (2012). Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment. Active Learning in Higher Education, 12(3), 151–162. |
| [37] | Strijbos, J.W., & Sluijsmans, D. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265–269. |
| [38] | Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students' future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1), Article 5. |
| [39] | Van Gennip, N. A., Segers, M. S., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20(4), 280–290. |
| [40] | Van Zundert, M., Sluijsmans, D., & Van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270–279. |
| [41] | Zhang, B., Johnston, L., & Kilic, G. B. (2008). Assessing the reliability of self- and peer rating in student group work. Assessment and Evaluation in Higher Education, 33(3), 329–340. |
