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Peer Assessment of Collaborative Work Supported by Wikis and Google docs
- 1. Peer Assessment of Collaborative Work Supported by Wikis and Google docs Jože Rugelj ([email protected]) Irena Nančovska Šerbec ([email protected]) University of Ljubljana Slovenia
- 2. Survey Introduction Collaborative learning Educational assessment (self and peer assessment) Handout activities Conclusion http://hrast.pef.uni-lj.si/moodle / Rugelj, N. Šerbec JTEL 2010
- 3. Purpose We present a form of wiki/google docs supported collaborative learning followed by collaborative and peer assessment . Rugelj, N. Šerbec JTEL 2010
- 4. Rugelj, N. Šerbec JTEL 2010 What do we expect?
- 5. Introduction Importance of active learning Collaborative knowledge construction Wikis/Google docs Peer assessment Experience Faculty of Education, University of Ljubljana future computer science teachers. first year students course on Introduction to the Internet Rugelj, N. Šerbec JTEL 2010
- 6. Introduction The acquisition of skills and competences for collaborative work and assessment are highly desired in the education of teachers . To develop the skills and competencies required for teaching, students have to reflect on their own behaviour . Rugelj, N. Šerbec JTEL 2010
- 7. Collaborative knowledge construction In the past: teacher assigned a learning activity that is carried out autonomously by the student Learning process -> low amount of social dimension. Efficient learning: collaborative learning as a situation in which two or more people learn or attempt to learn something together, Creating the conditions for individual cognitive development as a result of group interaction Rugelj, N. Šerbec JTEL 2010
- 8. Collaborative knowledge construction In networked collaborative learning , assigning a group of students with the task of: collaboratively discovering the solution to a given problem ( collaborative problem- solving ) or developing a written text ( co-writing ) based on a given argument (wikis , Google docs ), Rugelj, N. Šerbec JTEL 2010
- 9. Collaborative knowledge construction Wiki unique and powerful information-sharing redistribution of responsibility to all group members; collaborat ion in the various stages e valuation and monitoring of activities : comments, linkers, tags, versioning Google docs free, w eb-based word processor data storage used to c reate and edit documents online while collaborating in real-time with other users versioning (revisions) Rugelj, N. Šerbec JTEL 2010
- 10. Collaborative knowledge construction Teachers often experience difficulty in evaluation students contributions involved in co-writing activities : the level of learning produced by the process itself gauging the actual degree to which the individual has actively participated in and contributed to the shared written work . Qualitative and quantitative factors which influence the assessment Rugelj, N. Šerbec JTEL 2010
- 11. Assessment Rugelj, N. Šerbec JTEL 2010 Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. (wikipedia)
- 12. Assessment Rugelj, N. Šerbec JTEL 2010 What do we expect ?
- 13. Assessment of the 21st Century http://edorigami.wikispaces.com/21st+Century+Assessment Allowing students input into the development of the assessment is a key step to achieving student ownership and engagement . Rugelj, N. Šerbec JTEL 2010
- 14. Educational Assessment Self-, peer- and co-assessment refer to activities of learners in which they evaluate their own results of work and those of their peers with similar learning backgrounds. C oassessment -> assessment of the project Peer assessment is a process where students consider and specify the level or quality of a result or performance of other student s within the group. P eer-assessment -> assessment of individual ’ s contribution in the group . C riteria which reflect quality and quantity of individual’s contribution. Rugelj, N. Šerbec JTEL 2010
- 15. Educational assessment Expected advantages (Sluijsmans, 1999) : Students' feelings of ownership for their own learning Students’ motivation students and encouragement Assessment - shared activity rather than a lone one Promotes genuine interchange of ideas Leads to more directed and effective learning Autonomy in learning Students’ judgments are respected Transferable personal skills Community of learning in which students feel that they have influence and involvement Reduces teachers workload Make students think more deeply … Rugelj, N. Šerbec JTEL 2010
- 16. Educational assessment Questions: Do students feel uncomfortable when evaluating their peers? Can students can give honest and fair assessment? Is peer assessment reliable, valid? Reliability is defined as "an indication of the consistency of scores across evaluators or over time.” Validity is defined as "an indication of how well an assessment actually measures what it is supposed to measure” wikipedia What did we measure? agreement with teacher judgments? agreement with an objective criterion? Rugelj, N. Šerbec JTEL 2010
- 17. Handout activities Topic of collaborative learning: ICT in the schools Go to Moodle: http://hrast.pef.uni-lj.si/moodle/ JTEL10 course Collaborative editing of wiki /google_docs with peer assessment Wikis in Moodle Google docs JTEL10 Ohrid 1..3 Peer assessment in the JTEL10 workshop Rugelj, N. Šerbec JTEL 2010
- 18. Assessment of collab. learning Sem _grade =70% project grade + 30% peer_ass_in_the_group project grade= co_wiki + t_wiki Rugelj, N. Šerbec JTEL 2010 Criteria for project (intergroup) evaluation : quality of result adequacy of topic descriptions ( adequacy ) clarity/structure Scale d from 0 to 10. We combine teachers ( t_*) and grades of peers for collaboration ( co_*) Criteria for intragroup evaluation : quality of individual contribution “ fresh” ideas motivating for collaboration Scale -4, -2, 0, 2, 4. average level = 0 (member_i)=0
- 19. Assessment of collab. learning Research questions How the individual wiki /google_docs grade is related to other grades achieved for particular seminar works (learning activities) and writing examination? How the co-assessment grade is related to teachers grade? Which criteria for individual wiki /google_docs assessment is the most important? Rugelj, N. Šerbec JTEL 2010
- 20. Experience at Faculty of Education Rugelj, N. Šerbec JTEL 2010 Peer-and co-assessment / teacher’s grade Which criteria for individual wiki assessment are the most important?
- 21. Experience at Faculty of Education The individual wiki grade is strongly correlated with teacher ratings . Punctuality and criteria that estimates whether the member stimulated and contributed to the effectiveness of work within the group are the most correlated to individual wikis grade. These criteria are related to qualitative properties of project work . Quantitative data , such as frequency of editing, are not strongly correlated to individual’s contribution assessment in wikis. Rugelj, N. Šerbec JTEL 2010
- 22. Further work Finish the project work in wikis/google_docs Evaluate other projects in the Moodle workshop ( http://hrast.pef.uni-lj.si/moodle ) Evaluation how different ICT supported environments influence the assessment of project work. Rugelj, N. Šerbec JTEL 2010
- 23. Peer review in the scientific world Rugelj, N. Šerbec JTEL 2010