Peer Assessment of Collaborative Work Supported by Wikis and Google docs
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Peer Assessment of Collaborative Work Supported by Wikis and Google docs

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    Peer Assessment of Collaborative Work Supported by Wikis and Google docs Peer Assessment of Collaborative Work Supported by Wikis and Google docs Presentation Transcript

    • Peer Assessment of Collaborative Work Supported by Wikis and Google docs Jože Rugelj (joze.rugelj@pef.uni-lj.si) Irena Nančovska Šerbec (irena.nancovska@pef.uni-lj.si) University of Ljubljana Slovenia
    • 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
    • Purpose
      • We present a form of wiki/google docs supported collaborative learning followed by collaborative and peer assessment .
      Rugelj, N. Šerbec JTEL 2010
    • Rugelj, N. Šerbec JTEL 2010 What do we expect?
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • Assessment Rugelj, N. Šerbec JTEL 2010 Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. (wikipedia)
    • Assessment Rugelj, N. Šerbec JTEL 2010 What do we expect ?
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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?
    • 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
    • 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
    • Peer review in the scientific world Rugelj, N. Šerbec JTEL 2010