Here's a presentation Åke and I gave at the Assessment Workshop at the University of Nebraska at Omaha, April 15, 2016.

1. Peer Assessment in Online
Collaborative Learning
Increasing performance
Sven Ake Bjørke & Aleksandra
Lazareva

2. Communities of practice
Learning is at least partly a social activity, and
depends on interaction with other human
beings

3. Knowledge
• There is a vast difference between
information and knowledge
• To gain knowledge, learning must take place
• Deep learning requires advanced cognitive
processes
• Constructive alignment between content,
process and assessment

4. Traditional teaching
• The teacher transmits information to the
students covering the curriculum
• Individual learning
• Competition for grades
• CCR: Copy, Cram and Reproduce
• Knowledge perceived as objective
• Learning relation is between student - teacher

5. The four Cs
Four key qualities for the Information Age
Creative,
efficient Communicator,
Critical thinker and
Collaborator

6. Scaffolding
• Two categories of legitimate peripheral participants:
– Those who actually want to join
– Those who free-ride
• Scaffolding does not solve problems in case of free-
riding or social loafing
• What to do with free riders and social loafers to help
them become part of the CoP?
• Increase social pressure from the peers (e.g., peer
assessment)
– In the breakout session: practical introduction

7. Challenges for teachers
• From transmission of information to co-
constructing knowledge
• More responsibility to students
• From teacher-centred to learning-centred
collaboration

8. Challenges for students
• Information literacy – critical assessment
• Peers are collaborators, not competitors
• Manage group work – be proactive
• Intercultural communication
• Give feedback/assessment to peers

9. Learning
• Through elaborating on content, speculating,
solving problems, expressing and negotiating
meaning, reciprocal questioning
• Through formative feedback from tutors and
peers
• Through reflection

10. The international online E-teaching course

11. E-teaching 1 & 2 courses
• International online courses
• Heterogeneous student groups
• Learning-focused
• Process- and product-oriented
• Learning is increased participation

12. High quality learning situation -
”Productive interaction”
• Active engagement
• Frequent teamwork
• Regular interaction and feedback
• Basis in realistic and motivating tasks
• Contextualised
• Dynamic and adapted for change
• Peer assessment

13. Collaborative learning circle
Read
Discuss
Assess
Reflect
Do /
Make
Assess
Discuss

14. Important points
• Course descriptions with clear ILOs
• Comprehensive study guides
• Caring and easily accessible online tutors
• Continuous formative feedback
– See the feedback form

15. How to work in a group
• Select the weaver
• Rotate responsibilities
• Divide work
• Set deadlines
• Plan ahead
• Keep each other
informed

16. Weaving
• The “weaver” pulls together “threads”
contributed by all group members
• Good quality cloth needs good quality
threads
• Weaver is an editor, not the sole author
• Don't put all the load on the weaver!

17. Typical steps in a group project
• Plan, schedule, divide responsibilities
• Background reading and research
• Discussion
• Group members send inputs to weaver
• Weaver writes first draft and circulates to
group
• Discussion and comments to weaver
• Weaver produces final report and hands in

18. Assessment
E-teaching 1
• 60% home exam
• 30% group hand-in
• 10% individual portfolio:
– Online quizzes
– Participation statistics
– Contributions in discussion forum & group hand-ins
E-teaching 2
• 70% own course description, study guide & blog
• 30% individual portfolio

19. Peer assessment
• Experience E-teaching 1
– Resistance
– Outside comfort zone: ordinary communication
line teacher-student
• Experience ET2
– Written assessment of (at least) 2 peers
• Course description
• Study guide
• Blog
• Course room in LMS

20. Summative assessment
• External sensors have access to the LMS &
individual portfolios and grade according to the
quality of
– Course description
– Study guide
– Blog
– Peer assessments
• Students demonstrate empathy and ability to give effective
formative assessment to peers (part of the COP)
– Course room in LMS

21. Thank you
• Images in the presentation
– https://pixabay.com/
– https://stocksnap.io/