Peer Assessment

The growing demand for 21st-century skills such as critical thinking, teamwork, and selfdirected learning has encouraged educators to explore innovative pedagogies that go beyond traditional classroom instruction. This study investigates the effectiveness of integrating Massive Open Online Courses (MOOCs) with Project-Based Learning (PBL) in fostering multiple areas among secondary school students. Preliminary findings suggest that the integration of MOOCs with PBL provides students with opportunities to access global knowledge resources, engage in collaborative problem-solving, and pursue personalised learning pathways. The blended approach appears to significantly enhance not only academic achievement but also essential 21st-century competencies. This study contributes to the growing body of literature on digital pedagogy by demonstrating how MOOCs, when combined with project-based learning, can serve as a powerful tool in secondary education to prepare learners for future academic and professional challenges.

Student assessment of other student's work has many potential benefits to learning for both the assessor and the assessed. However, sources of peer assessment provide, quite often, subjective evidence, which can be conflicting, uncertain and even ignorant. One of the key elements to providing an overall quality assessment of a student's work derived from the assessment by his/her peers is the use of an appropriate method of combining or fusing these heterogeneous evidence sources. Since the development of the belief theory introduced by Shafer in the 1970s, many combination rules have been proposed in the literature with two main methods selected here. The fi rst is an evidential reasoning (ER) approach, the kernel of which is an ER algorithm developed on the basis of the framework and the evidence combination rule of the Dempster-Shafer (DS) theory. It has been claimed also in the literature that Dempster's rule generates counter-intuitive and unacceptable results in pr...

In order to obtain a holistic view of students' contribution, self-assessment and peer-assessment are often used in addition to teacher assessment to arrive at the overall course grade of a student in Problem Based Learning (PBL). However, the relevance of student-based assessment in deciding the final grade can be open to questions. Although the literature suggests student-based assessment is useful and appropriate for evaluating skills in PBL, students and teachers' have different perceptions, leading to differing viewpoints in assessments. Also, the correlation between students assessment grades (self and peer) and teacher assessment has been inconclusive. Therefore, the purpose of this study was to identify differences and similarities between self-assessment, peer-assessment and teacher assessment scores. A group of students who were undergoing PBL were the participants for the study which was part of a larger quasi-experimental study. The scope of this study is limited to team-working skills that were assessed using self-report, peer-report and teacher's ratings. Students in both groups were asked to provide confidential assessment on their friends as well as of themseleves.The data analysis results indicate that students tend to give similar scores to selves and peers,which are much higher than what were given by their teacher. An association was also found between self and peer assessment scores but not between teacher's and students' assessment scores. In conclusion, students differ from teachers in their assessment of team-working skills which could provide evidence supporting for the inclusion of students-based assessment scores in deciding the overall grade of a student.

Various learning methods are used by teachers in the educational process, one of which is the focus group discussion (FGD) method. If freely translated into Indonesian, FGD means "short collection discussion". This study uses a qualitative research method with a literature study approach. This method was chosen because it allows researchers to explore and analyze various concepts, theories, and findings from previous studies that are relevant to the topic of assessment in education. FGD not only functions as a reflective forum for teachers, but also as a means of data-based decision-making in the learning outcome assessment process. Thus, this method is one of the effective strategies in improving the quality of educational assessment at SDN 50 Kota Bengkulu. In the implementation of Focus Group Discussion (FGD) as a method of evaluating learning outcomes at SDN 50 Kota Bengkulu, there are a number of factors that support its success. However, on the other hand, there are also obstacles that need to be overcome so that FGD can run more optimally and have a significant impact on the quality of learning outcome assessment.

Peer grading has emerged as a scalable solution for assessment in large and online classrooms, offering both logistical efficiency and pedagogical value. However, designing effective peer-grading systems remains challenging due to persistent concerns around accuracy, fairness, reliability, and student engagement. This paper presents a systematic review of 122 peer-reviewed studies on peer grading spanning over four decades. Drawing from this literature, we propose a comprehensive taxonomy that organizes peer grading systems along two key dimensions: (1) evaluation approaches and (2) reviewer weighting strategies. We analyze how different design choices impact grading accuracy, fairness, student workload, and learning outcomes. Our findings highlight the strengths and limitations of each method. Notably, we found that formative feedback-often regarded as the most valuable aspect of peer assessment-is seldom incorporated as a quality-based weighting factor in summative grade synthesis techniques. Furthermore, no single reviewer weighting strategy proves universally optimal; each has its trade-offs. Hybrid strategies that combine multiple techniques could show the greatest promise. Our taxonomy offers a practical framework for educators and researchers aiming to design peer grading systems that are accurate, equitable, and pedagogically meaningful.

Peer assessment has established itself as a critical pedagogical tool in academic settings, offering students timely, high-quality feedback to enhance learning outcomes. However, the efficacy of this approach depends on two factors: (1) the strategic allocation of reviewers and (2) the number of reviews per artifact. This paper presents a systematic literature review of 87 studies (2010-2024) to investigate how reviewer-assignment strategies and the number of reviews per submission impact the accuracy, fairness, and educational value of peer assessment. We identified four common reviewer-assignment strategies: random assignment, competency-based assignment, social-network-based assignment, and bidding. Drawing from both quantitative data and qualitative insights, we explored the trade-offs involved in each approach. Random assignment, while widely used, often results in inconsistent grading and fairness concerns. Competency-based strategies can address these issues. Meanwhile, social and bidding-based methods have the potential to improve fairness and timeliness-existing empirical evidence is limited. In terms of review count, assigning three reviews per submission emerges as the most common practice. A range of three to five reviews per student or per submission is frequently cited as a recommended spot that balances grading accuracy, student workload, learning outcomes, and engagement.

Understanding the role of instructor feedback in higher education has become increasingly critical, especially in the wake of widespread remote and hybrid learning triggered by the COVID-19 pandemic. This study examines the structural relationship between instructor feedback, academic self-efficacy, and perceived student performance, while assessing the moderating effects of gender and academic program. Grounded in social cognitive theory and using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 418 foundation students, representing 67% of the full cohort at a Malaysian defence university, via a revised questionnaire. The results demonstrate that instructor feedback significantly predicts academic self-efficacy (β = 0.708, p < 0.001), which subsequently enhances student performance (β = 0.614, p < 0.001). Instructor feedback also exerts a direct influence on performance (β = 0.223, p < 0.001), confirming a partial mediation effect. Neither gender nor academic program moderated the feedback-self-efficacy pathway (p > 0.05). These findings underscore the consistent role of feedback in enhancing learner outcomes across demographics. This study contributes to the literature by confirming the universality of instructor feedback effectiveness across gender and academic programs in a digital learning context. Practical implications are offered for feedback-centric pedagogy in digitally mediated and hybrid higher education environments.

Asynchronous video interviews are an emerging trend in the hiring process for assessing communication skills crucial in interviews. Industry leaders perceive a gap between communication skills and work-readiness of college graduates. That gap may reflect a lack of self-awareness. The purpose of this study was to explore the value of using a peer-assessed, asynchronous video interview assignment to enhance selfawareness of communication skills on video. Quantitative and qualitative data were collected using two questionnaires and two semi-structured interviews. The findings suggest that students became more self-aware of their communication skills, revealed experienced difficulties using body language and eye contact, showed low confidence levels recording self-facing videos, and had a preference for anonymous peer assessment. There was also a positive relationship between cognitive and affective attitudes towards asynchronous video interviews.

In the past, engineering programmes were developed with separate technical learning outcomes supplemented by generic attributes. The latter were in most cases a standalone set of attributes developed by academic institutions or professional societies overseeing engineering accreditation processes. Although the technical learning outcomes were well assessed and tracked, the generic attributes were at best partially addressed by artificially incorporating them into the curriculum as a way of "ticking-the-boxes". The current trend is to define competencies that map attributes required across the industry and develop programmes that have imbedded tools to deliver and assess these attributes. The Australian Maritime College is progressively developing new techniques to deliver and assess these attributes through holistic tasks, thus, ensuring a broader coverage of the attribute spectrum within an environment of limited resources and time. This provides students with realistic and challenging tasks, a far cry from the traditional mundane engineering laboratories, thus, promoting interactive and practical problem-based learning, making the study of engineering enjoyable! Concurrently with this development is a practical and simple method of tracking and quantifying the achievement of the attributes by the students, yielding useful data to improve processes within the programme, and hence, the quality of the graduates.

In this study, we introduce the Student Contribution Index (SCI) to measure these contributions. The purpose of this quantitative study is to test the validity of SCI as a measure of task identifiability and to determine the student satisfaction with SCI-based assessments. To collect the data, 52 students were split into high and low identifiability conditions. Both groups worked on a project and completed SCI once (LI group) and twice (HI group). We measured the SCI variability using an F-test at the significance level of 0.05. Furthermore, a group project of 113 students was assessed using SCI. Students completed an evaluation form to measure procedural fairness, distributive fairness, and satisfaction. We then analyzed the correlations between these variables using Pearson's Correlation. The results show that the variability in SCI of the HI group was negligible (SD = 0), indicating that all students contributed equally to the project. Meanwhile, a variability was observed in the LI condition (SD = 0.08), suggesting that SCI was a valid measurement. Additionally, students were generally satisfied with the assessment (M = 4.40), and a significant correlation was observed between the variables. This study presents a novel method for assigning grades to group members in group projects, taking into account each member's individual contribution. As a result, fairness in grading can be achieved, and educators can discourage social loafing and free-reading behavior.

Background: Impaction of the maxilla during orthognathic surgery results in sliding along the anterior cranial base. Considering the inclination of anterior cranial base, superior repositioning should also result in an anterior movement of the maxilla. The surgical anteroposterior movement of the facial bones implies secondary positional and tensional changes in the attached soft tissues that introduce significant changes in the facial appearance and in the pharyngeal airway space. Objective: To evaluate changes in cephalometric measurements of the PSAS before and after superior impaction of the maxilla. Methods: Pre-and postoperative cephalometric analysis was performed on five patients who underwent superior impaction of the maxilla by Le Fort I osteotomy. The linear cephalometric measurements in the retropalatal region were done to examine changes in the posterior pharyngeal airway. Findings: The results show an advancement of 3 mm, 2.5 mm, 2 mm, 3 mm and 3 mm in the retropalatal region for a superior impaction of 5 mm, 5 mm, 4 mm, 5 mm and 5 mm in patients one, two, three, four and five respectively. The mean advancement was found to be 1 mm for every 1.6 mm superior impaction of the maxilla Conclusion: It is of the authors' opinion that superior repositioning of the maxilla results in predictable advancement of the maxilla and concurrently of the posterosuperior airway space.

The PrESTO system is a peer review and peer assessment tool that allows large numbers of students to practice open-ended assignments, while keeping the workload of the teaching staff manageable. PrESTO was originally developed for a quantitative modeling course, but is applicable to any course with open-ended assignments that can be divided into successive steps. The software organizes the peer review and peer assessment workflow, and guides the students through the activities required in each step: review, give feedback on and assess the work of an anonymous predecessor, and then improve and extend it with a next step.

Team projects and group work have proven to be useful and rewarding educational activities that help students develop important abilities and skills. On the other hand, they have also proven to be difficult to grade in a balanced way which would be perceived as fair by the students. Numerical ratings such as those delivered by the Fink method provide ways to determine the shares of contributions of each individual team member. But such bare numerical evaluation needs also some secondary justification that helps team members to understand why their rating is high or low. Methods to collect such additional feedback often rely on surveys; however, extensive surveys may be perceived as tedious by the students, especially as they need to be filled out for each other team member participating in the team. This may have negative effect on the quality of feedback collected in form of surveys. We present a novel approach to peer assessment of a team-based project exploiting badges that represent individual contributions to the task and teamwork related traits. We show that this approach has positive influence on engagement in peer assessment compared to free-text open questions. We also study if the feedback obtained in this way is informative and to which extent it can serve as replacement for open free-text questions.

Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedback in developing students' understanding of assessment standards of writing. The purpose of this study is to explore students' perceptions of how different feedback roles influenced their three types of evaluative judgement of ESL argumentative writing, namely hard, soft and dynamic evaluative judgement. During five weeks, 24 undergraduate students enrolled in an English argumentative writing course at a Malaysian public university were randomly assigned to three distinct peer feedback roles, namely feedback provider, feedback receiver, or feedback outsider, to participate in the peer feedback activities. Thematic analysis of pre-and postintervention surveys indicated that different feedback roles varied in facilitating the development of evaluative judgement. Despite the limitation of domain-specific knowledge, strategically integrating peer feedback into writing course design afforded students opportunities to cultivate the three types of evaluative judgement. This study translates the theoretical framework of evaluative judgement into identifiable goals within the course of English argumentative writing and sheds light on the cognitive mechanisms inherent in different feedback roles, which enables educators and researchers to better dissect peer feedback curriculum design and student-centred assessment activity.

This study aims at determining the reliability coefficients of teacher, self and peer assessments carried out at primary school level. In line with this aim, an interdisciplinary approach is adopted, and the notion of helpfulness included within the scope of values education is addressed in connection with the practices followed in Turkish, social studies and music lessons. The study group consists of 30 students of the third graders from a public school in the city of Ankara. In the light of the aim of the study, the Generalizability Theory is used for the data analysis. It is found out at the end of the study that the variance component estimated for the main effect of the student is the largest component of the total variance in all three lessons. When G and Ф coefficients are examined, reliability coefficients are found to be over .80 in music, and over .90 in Turkish and social studies. According to G-Facet analysis results, when teacher and peer assessments are excluded from t...

The importance of peer assessment has increased with the rise of massive open online courses (MOOCs), as it provides an efficient way for grading hundreds of open assignments, when the number of instructors is limited. Yet, research on the quality of online peer assessment (grading and feedback) has not received sufficient attention. Hence, this exploratory case-study was set to examine the mechanism of online peer assessment by comparing two groups of students: In-class and MOOC. The first group studied a frontal course and assessed the work of their classmates, while the second group studied a MOOC and assessed the work of unfamiliar peers from different countries. Both groups studied the same learning materials with the same teaching team, and provided online peer assessment. Findings indicated that the in-class students awarded to each other significantly lower grades compared to the MOOC students. However, their grades were better correlated to those given by the teaching assis...

Feresidi, K. (2024). Teaching Observation: forming and utilizing checklists. Conference Proceedings of the 1st International Scientific Conference “Innovation, Education and Lifelong Learning in 21st Century”, Arta of Greece, 15-16 March 2024, Regional Division, Primary Education Directorate and the Municipality of Arta, vol. 4, pp. 283-293. Athens: Grigori Publications. [ISBN: 978-960-612-547-8]
ABSTRACT
Teaching observation is the most suitable means for teacher evaluation and professional development. If we want to study, evaluate and, therefore, improve what a teacher does and how he/she works as an example of teacher‘s phronesis, we need to observe him/her in the classroom. Teaching observation is the most important source of information for the instruction and generally the educational work carried out by teachers, and has an extremely important role for the feedback they receive. Observation takes place during teaching in the classroom either directly or on recorded session, and feedback discussions take place both before and after it. For this reason, in order to practice one‘s observational and evaluative skills, they can make use of material from films and documentaries that present teachers during teaching. In this paper, I present such an evaluative observation attempt, in which filmed teachers were observed and a checklist was developed to capture the characteristics of their teaching, based methodologically on content analysis. Forming and utilizing checklists are essential skills for teachers who seek for self and peer assessment, in order to improve their teaching.
Keywords: teaching observation, evaluation skills, teacher‘s phronesis, checklist

This paper will share the author’s experiences working with a large and diverse school district to design curriculum-embedded, performance-based assessments (PBAs) that measure 21 century skills in K-5 students. These assessments are designed to integrate seamlessly with classroom instruction; measure skills such as critical thinking, creativity, and collaboration in a developmentally-appropriate way; and provide information useful for supporting classroom teaching and learning. I begin by describing the context for the partnership. Next, I outline general principles that support the construction of the PBAs and explain the task development process. I also explore challenges in the development and validation of such assessments. Finally, I close the paper by speculating about future trends in PBA.

The work detailed in this thesis investigates the development and assessment of graduate attributes in problem-based learning (PBL). The PBL experience provides students with realistic and challenging tasks, promoting interactive learning while developing graduate attributes. The study investigated how students perceive peer contribution and interaction, which influences the way they respond in using peer assessment to evaluate contribution, participation and the development of graduate attributes in-group work. The study involved the development of a new approach to the delivery and assessment of graduate attributes in a PBL experience. It brings into question as to whether peer assessment is a reliable method in assessing the attainment of graduate attributes in the problem-based learning environment. This study introduces a more comprehensive and theoretically informed understanding of what affects student variables (Psychological Safety, Value Diversity, Interdependence, and Tru...

Odnos između kulture i vaspitanja, kao i obrazovanja, veoma je kompleksan
i istovremeno on je isprepleten. Kao nužnim uslovima za duhovni rast, vaspi-
tanja i obrazovanja nema bez kulture. Sa druge strane, isto tako kulture, kao
kompleksnog dijela društvene stvarnosti nema bez vaspitanja i obrazovanja kao
temeljnih ljudskih vrijednosti. Kompleksnim i permanentnim procesom vaspita-
nja i obrazovanja razvija se kultura, a sa razvojem kulture razvija se i čovjekova
zajednica: znanja, umjeća, vještine i iskustva. U svojoj ukupnosti, kultura je ni-
šta drugo no polje činjenica, ona je polje i materijalnih i duhovnih tvorevina. I
materijalne i duhovne tvorevine su zrna znanja. Znanje se uči, uče ga individue
i manje grupe, ali na različite načine, na različitim nivoima. U vaspitno-obra-
zovnom sistemu, kao podsistemu društvenog sistema, uče se činjenice o kulturi
i iz kulture. Tačnije, uče su u školi, najvažnijem agensu socijalizacije, osnovnoj
jedinici vaspitno-obrazovnog sistema. Vaspitanje i obrazovanje su posrednici
između kulture i pojedinca i ličnosti.

У раду се примјеном методе анализе садржаја, у првом дијелу, разматра
појам интелектуалац, са социолошко-политиколошко-историјског аспекта.
У другом дијелу рада фокусирали смо се на корелацију: интелектуалци –
повјерење. Отуда се у другом дијелу каже да гдје је на дјелу повјерење,
појединци су и физички и психички опуштени, не пријети им непријатно
изненађење које би произвело страх. С друге стране, гдје је на дјелу непо-
вјерење, појављује се опасност, развија непријатељство и кваре односи у
заједници. Отуда истински интелектуалци дјелују у правцу развоја, одржа-
ња и ширења повјерења. Како у односу с другим/ другима, тако и у односу
на цјелокупно друштво и државу. У трећем дијелу, анализа и истраживање
усмјеравају се на интелектуалце и (васпитно)образовни систем. У четвртом,
посљедњем дијелу рада, анализа и истраживање усредсређују се на двије
типологије интелектуалаца: од типологије интелектуалаца која се темељи на
вриједностима, увјерењима, убјеђењима и методама дјеловања, до типоло-
гије интелектуалаца према предмету којим се баве. Према првој типологији,
разликују се сљедећи профили интелектуалца: критички, револуционарни,
партијски, националистички, конформистички, прагматични интелектуалац,
интелектуалац трговац и салонски интелектуалац. Према другој типологији,
типологији која се темељи на предмету којим се интелектуалци баве, разли-
кују се два типа интелектуалца: хуманистички и сцијентистички или инте-
лектуалац техничар.

Major restructuring of ICT degrees at Massey University, Auckland required the Information Technology (IT) Discipline Group to develop a first year foundation course for the newly formed IT major. Introductory IT courses are traditionally seen as difficult courses to deliver: they must be broad ranging both in content and target audience yet need to effectively deliver technical content. A further challenge in delivering such courses is meeting individual needs in large classes and effectively preparing students for second year study. This is against a background of a cohort increasingly wired into social networking, virtual environments and mobile multimedia. We use an action research approach to explore the development of an interactive foundation course that encourages student participation in tutorials, covers an appropriate practical component, and meets the demands of the tertiary sector for more exciting and innovative course delivery. The course was first delivered over summ...

Однос између морала и васпитања је сложен, као што је сложен и однос
између социјалног система и морала. Сложеност односа између морала и васпитања
посљедица је значаја, значења и смисла које и морал и васпитање, па можемо
рећи и образовање имају за индивидуу и социјални систем, то јест за све оно
што у том систему егзистира. Индивидуа и социјални систем, као и васпитање и
образовање су подсистеми ширег или глобалног социјалног система и они су у
односу међузависности. У раду се, поштујући основне епистемолошке принципе као
што су: општост, систематичност, објективност и прецизност, подробно разматра:
морал, корелација: друштво – морал, аутономно и хетерономно у социологији
морала, морални приступи којим се оправдавају дјеловања и понашања појединаца
у друштву и морално васпитање, то јест морал у домену васпитања и васпитање у
домену морала.

professional educators to engage with peer reviewed teaching. In addition, the General Dental Council UK Standards for the dental team state that registrants are required to 'maintain, develop and work within' their professional knowledge and skills. Thus some dental professionals will have a teaching role in order to develop and train members of the dental team. Quality assurance is part of education and PRT among dental professionals represents best practice. Despite its value and importance, there are a number of reasons why PRT may not be established practice for dental educators. These have been discussed in a previous article, and include lack of exposure to PRT, clinical/research activities taking precedence over educational activities, and concerns that the process is judgemental in nature. Despite the potential challenges of introducing PRT, dental schools, postgraduate deaneries and practices will all need to engage with this key aspect of educational practice. Although PRT within other healthcare professions has been reported, there is a paucity of literature relating to PRT within dental education. A recent survey of all UK dental schools revealed that 14 out of 16 schools have PRT schemes, but with a range of formats, maturity, extent of operation and staff engagement. The implementation of a pilot

Students' views on their assessment play a pivotal role in shaping their learning experiences and trajectories. This qualitative study aimed to explore the views of Greek university graduates regarding their assessment during their undergraduate studies. The sample consisted of 30 graduates, and data were collected through written narratives in response to a given prompt. Qualitative content analysis revealed key categories, including assessment methods and frequency, interpersonal relationships with professors and peers, advantages and disadvantages of assessment, feedback, and objectivity. The findings suggest that, although assessment was primarily traditional, graduates' interpretations and expectations align with contemporary trends in higher education assessment, such as sustainable assessment and assessment for learning. Furthermore, there were indications that graduates' views on assessment influenced their learning approaches.

In today's ever-changing world, the English language has been placed to be one of the important languages in communication, as well as the main medium of instruction in education. To be in line with this acknowledgement, the Ministry of Education of Malaysia has placed the importance of mastering the English language and has highlighted the need for students to excel in the language as early as in the primary school years. To reach this aim, the Ministry of Education has introduced the GPMP (Gred Purata Mata Pelajaran/ Subject Grade Point Average) target for English to schools in every state to ensure every school performs well in the subject. However, there are still a handful of schools that are unable to pass this GPMP target for English due to the poor performance of their students in the subject. Therefore, this study aims to investigate the factors that interfere with the students' performance in learning English. The participants of this study were the 116 students from the seven schools that were unable to reach the state's GPMP in the English language. This study used questionnaire as the instrument to explore the factors that hindered them from performing well in the subject. Overall, the findings show that there are three major themes that contribute to the students' difficulties in the English language learning; the lack of English vocabulary, the influence of the first language and the socio-economic status of the family. The findings and discussion of this study would be able to help the pertinent parties such as teachers, school administrators and parents to make decisions for the learners' improvement in their English language learning.

Realising the benefits of teaching and learning Literature, the Ministry of Education has integrated it into the English language syllabus. Literature teachers play the pivotal role in the learning process. To better their teaching, they need to be equipped with necessary training and for those who are experienced, it will be an advantage. This study involved 320 English teachers in the state of Sarawak, meant to determine the influence of teacher training and experience in teaching Literature. It employed a questionnaire as the instrument and data was analysed using statistical software. The results revealed there was a significant difference in Literature teaching between those receiving training and those who did not. No significant difference was found between the three groups of teaching experience towards their pedagogical skills, proposed activities in the lesson as well as their attitudes towards Literature. This asserts that irrespective of teaching experience, Literature t...

This paper evaluates the use of peer and self-assessments as part of the learning process of an open ended, essay-based course in a second-year degree engineering module in Brunei Darussalam. The essays were marked using a rubric by the student, a peer, and the lecturer, with students being pre-trained on the use of the rubric prior to the exercise. Comparison of the marks awarded by the different markers (student, peer, lecturer) showed that whilst there might be correlations between different markers (i.e. peer -self; or lecturer -self) for marks on certain sub-sections of the work, there was no overall correlation between marks for this open ended problem. This lack of consistency highlights the subjective nature of marking essay-based work, even with the use of a rubric. Feedback on the students' experiences was obtained using a questionnaire, and most students felt that the peer assessment exercise was a worthwhile activity which aided both their learning and students' motivation to learn. Analysis of student performance in the exam, after the exercise, identified that almost all students did better in the question linked to the exercise than in others, further reinforcing this student view. The poor mark concordance in this study indicates that both techniques are not suitable to quantitatively evaluate student performance, however they had a positive impact on student learning. It is recommended that this approach is incorporated in other open-ended assessments as a form of formative feedback with the provision of adequate tutor and student preparation.

The study focuses on how to strengthen teachers' evaluation skills in a social and collaborative dimension. The introduction of collaborative learning modes was tested within an institutional teacher training programme via LMS. Indeed, Computer Supported Collaborative Learning (CSCL) is considered appropriate for developing reflective skills through peer exchange. The article examines the Valu.Elearn programme, aimed at in-service teachers to strengthen their evaluative competence. The study focuses on two collaborative eactivities. A total of 166 teachers and two tutors participated in these activities during the school year 2021-22. The Community of Inquiry was used as a framework for analysing the content of the forums, while the interactions between participants were examined using sociocultural discourse analysis. The findings highlight the potential and limitations of the online environment for promoting collaborative reflection on evaluation issues.

The aim of this paper is to investigate the most efficient ways to apply peer evaluation in writing courses, and a lack of studies on the views of students' experienced difficulties while responding to their peers' papers is the starting point of this paper. For this cause, the case study method was implemented, including an interview conducted with prep-class students (N=37) who attended a writing course for two semesters and a review of literature of related papers written over the past five years that specifically focuses on the ways to develop peerevaluation skills of students. Both the interview and the relevant previous studies were analyzed through content analysis. As a result of the study, it was found that the challenges that students experienced were because of a lack of ability in language usage and having an avoidant personality, not having clear purposes for evaluation, a lack of ability in dominating the relevant terminology, and having difficulty in finding content and organization related mistakes. Consequently, students need effective training on peer evaluation to enhance their skills beforehand. The suggestions collected thanks to the literature review is expected to be helpful in this respect.

With the wide spread large-scale e-learning environments such as MOOCs, peer assessment has been popularly used to measure the learner ability. When the number of learners increases, peer assessment is often conducted by dividing learners into multiple groups to reduce the learner's assessment workload. However, in such cases, the peer assessment accuracy depends on the method of forming groups. To resolve that difficulty, this study proposes a group formation method to maximize peer assessment accuracy using item response theory and integer programming. Experimental results, however, have demonstrated that the method does not present sufficiently higher accuracy than a random group formation method does. Therefore, this study further proposes an external rater assignment method that assigns a few outside-group raters to each learner after groups are formed using the proposed group formation method. Through results of simulation and actual data experiments, this study demonstrates that the proposed external rater assignment can substantially improve peer assessment accuracy.

In various assessment contexts including entrance examinations, educational assessments, and personnel appraisal, performance assessment by raters has attracted much attention to measure higher order abilities of examinees. However, a persistent difficulty is that the ability measurement accuracy depends strongly on rater and task characteristics. To resolve this shortcoming, various item response theory (IRT) models that incorporate rater and task characteristic parameters have been proposed. However, because various models with different rater and task parameters exist, it is difficult to understand each model's features. Therefore, this study presents empirical comparisons of IRT models. Specifically, after reviewing and summarizing features of existing models, we compare their performance through simulation and actual data experiments.

Background: In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods: In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions: A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme.

Providing feedback to peer’s writing is not an easy task. It is required an ability to deliver the feedback or comment critically and a competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback to the students’ writing and to acknowledge what the students challenge while giving feedback to their peers’ writing. There are 10 students as the participants of this study. Qualitative study assists the researchers to get the data. The results revealed that the comparison between students’ first draft and the last draft had improvements mainly on the aspect of the language use. Meanwhile, most students’ challenges while giving feedback to the peer’s writing were they had to have knowledge about the grammar mainly the use of simple past tense before giving feedback to their peer.    Keywords : writing, peer assessment, feedback, challenge

This paper describes the way in which rubrics and the Analytic Hierarchy Process (AHP) can be used in a study program or course in order to assess fulfillment of learning outcomes (LOs) when students are involved in problem solving. In the process of determining weights of e-assessment criteria in rubrics, we have used the AHP and group decision making. The case study of problem solving exercise in the course Discrete Mathematics with Graph Theory (DMGT) is presented in the paper.

This Research in Practice WIP paper presents findings to quantify the effectiveness of using online peer assessment strategy through Moodle workshop tool in a Communications and Information Technology online and blended course. The study focused on the reliability and validity of grades given by graders using Moodle workshop tool. All assessments were also manually graded by facilitators as independent variable for comparison with final Moodle grade allocated by Moodle workshop tool. The quasi-experimental study was conducted in a compulsory undergraduate course across 14 campuses on formative procedural knowledge assessment. Assessments from five graders were considered for analysis where students were also allowed to self-assess their work as one of the graders. The methods used for data analysis were descriptive statistics, correlation, interrater reliability tests and validity tests applied at 95% confidence level. The findings for peer assessment activity were reliable and valid within 0.8 inter-rater agreement with self-assessment and without self-assessment. Furthermore, the final peer assessment grade allocated by Moodle workshop tool was consistent with the facilitator grade. However, Mann Whitney-U test revealed a significant difference between Moodle grade and facilitator grade for online and blended modes mostly due to: the understanding of the online students on the assessment itself, assess to ICT tools and internet connection facilities while grading peers work and the marking variance of the facilitators.

This paper provides insights on students' perceptions and attitudes on anonymous online peer assessment. Peer assessment tools are being utilized in higher education in the information age to improve student learning experience by enabling a predominantly learner centered environment where students are actively involved in learning and the feedback process. This study aims to explore students' perception and attitude of online peer assessment strategy in an undergraduate course offered in online and blended modes to students from twelve Pacific Island Countries (PICs). An online questionnaire was administered at the end of the assessment process to a sample of 1160 students out of which 846 completed the survey with a response rate of 73%. The data was analyzed using descriptive statistics. Results from this study indicated that the students had a favorable perception and attitude towards online peer assessment method when assessor and assessee are kept anonymous. The online peer assessment strategy also motivated students to learn, improve their understanding of the formative assessment and develop meta-cognitive skills.

This thesis explores the concept of gamification and its application in Japanese language learning based on an analysis of existing research. Gamification, defined as the use of game elements in non-game contexts, is increasingly being used in education due to its potential to enhance motivation, engagement, and long-term retention of knowledge amongst learners. Through a review of relevant literature, it is established that the key elements of game appeal that are thought to influence user motivation and engagement are the sense of achievement, challenges, autonomy, and sense of belonging to a community. These are at the same time some of the key factors for language acquisition (Karlak, 2013; Vuk et al., 2015; Udjaja et al., 2022; Lo and Miller, 2020; Librić, 2020; Kurniawan et al., 2019; Juntunen, 2019, Hatasa, 2018ab; Fathoni and Delima, 2016).  This thesis also seeks to answer the question of the correlation between gamification elements and motivational theories based on which we propose a method for evaluating the quality of Japanese (and other) language learning apps. Thesis concludes that the gamification elements and motivational theories discussed in this paper are correlated, showing that certain human needs, such as the need for belonging and respect, can be fulfilled through gamification elements, thereby improving motivation and engagement. Furthermore, the study is researching how is gamification applied to Japanese language learning through the apps Nihongo123 and Kanji Memory Hint 2. Using the proposed evaluation method, it concludes that Nihongo123 is well structured and likely to maintain users’ motivation and engagement. On the other hand, with Kanji Memory Hint 2, it is questionable whether it can sustain long-term motivation and engagement due to an imbalance in its gamification elements. Simultaneously, the analysis of the gamification concept and its potential application in Japanese language learning indicates that gamification can be a useful tool that contributes to user motivation (Detering et al., 2011; Werbach i Hunter, 2012; Lovrenčić et al., 2018, Lamb et al., 2018, Herger, 2014). To achieve the objectives of the thesis and answer the questions posed, the research heavily relied on works such as Gamification: Towards the Systematization of the Term in Croatian (Lovrenčić et al., 2018), The Relationship Between Learning Strategies, Motivation, and Communicative Competence in a Foreign language (Karlak, 2016), Motivation for Learning a Foreign Language in Primary Education (Librić, 2020) and Enterprise Gamification: Engaging People by Letting Them Have Fun (Herger, 2014). The research results show that proper implementation of gamification can improve the engagement and motivation of Japanese language learners, but certain drawbacks should also be considered, such as the risk of excessive focus on extrinsic motivation (rewards) or unnecessary simplification of content. In conclusion, the thesis suggests that future research should focus on more detailed studies of student and teacher attitudes towards gamification in teaching and learning Japanese, emphasizing the importance of carefully designed application of gamification in order to maximize its effectiveness.

How can a library publishing service with limited resources help editorial teams of peer-reviewed journals in their work? This paper focuses on the technical aspects of the peer review workflow that, if set up and adhered to properly, can contribute to improving the standard of the peer review process – and to some degree also the quality of peer review. The discussion is based on the work done at Septentrio Academic Publishing, the institutional service provider for open access publishing at UiT The Arctic University of Norway.

Teacher trainees' opinions about advantages and disadvantages of peer assessment were investigated to determine whether or not their opinion differs according to their gender, having taken part in peer assessment process before and believing in helpfulness of peer assessment process. The research was carried out with 175 teacher trainees attending Teaching Certification Program in Dumlupinar University, Kutahya, in the 2008. Data were collected through a questionnaire about Peer Assessment. The findings of the research revealed that teacher trainees' opinions about peer assessment were positive and were significantly associated with gender, taking part in peer evaluation process before and believing in helpfulness of peer assessment process.

Peer supervision is widely recognised within health services vocational training as a rich source of learning for clinical trainees. Whilst it is usually recommended simply as an adjunct to traditional individual supervisory support, it could provide trainees with a specific form of collegial learning that contributes to the erosion of power imbalances and invites shared feedback. However, it has yet to be assessed as a formal assessment tool. This paper will begin by exploring the benefits of peer supervision itself, as located within the specific learning path of a counselling psychology trainee. It will then go on to highlight the benefits of formative peer assessment, as demonstrated within a wider pedagogic assessment framework which clearly points to some implications for the use of the method in other settings. A design and method for the implementation of peer assessment within counselling psychology peer supervision is suggested, followed by an analysis of what kinds of ass...

This study aimed to explore the perspectives of both students and teachers regarding the integration of peer feedback activities in the English Oral Presentation course and to identify any similarities or disparities in their viewpoints. The study involved 374 students enrolled in the course, along with ten English language instructors. Data collection involved questionnaires and interviews. Descriptive analysis and independent t-tests were employed for data analysis. The findings indicated that students and instructors held favorable attitudes toward incorporating peer feedback activities into the course. However, there were significant differences in attitudes between the two groups regarding a few issues, such as the effort students put into the peer feedback activities and their enjoyment of them. Moreover, the study revealed various advantages and challenges associated with implementing peer feedback activities in English as a Foreign Language (EFL) teaching and learning.

A major challenge to teaching software engineering is achieving functioning teams that enforce individual accountability while integrating software engineering principles, approaches, and techniques. The two-semester software engineering course at the University of Texas at El Paso, referred to as the Team-Oriented Software Engineering (TOSE) course, establishes communities of practice that are cultivated through cooperative group practices and an improvement process model that enables learning from past experiences. The experience of working with incomplete, ambiguous, and changing software requirements motivates the need for applying disciplined software engineering practices and approaches throughout project development. Over the course of the two-semester sequence, the nature of students' participation in project teams changes; they begin to influence others in software engineering practice, and their identities as software engineers begins to develop. The purpose of the chapter is to describe how to structure a software engineering course that results in establishing communities of practice in which learners become increasingly more knowledgeable team members who embody the skills needed to work effectively in a team-and project-based environment.

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment-were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.

Written communication skills are one of the most assessed criteria in higher education contexts, especially in humanities disciplines, including teacher education. There is a need to research and develop an assessment grading tool (i.e. criteria sheet or rubric) that would assist students in pre-service teacher education programs to better understand and practice written communication and to assist markers when grading academic essays that include this criterion. When rubrics are used the criterion that covers the written communication skills part of the task is often too general to truly assist students to know what they must do in order to obtain the grade to which they aspire. Using substantive conversation in focus group discussions, we defined written communication and designed a criteria sheet using a model known as the Continua model of a Guide to Making Judgments (GTMJ). We found that this tool not only had the potential to help students to better understand key features of ...

Team diversity refers to the degree of individual differences among members of a team. It was reported as bearing both positive and negative effects on the innovation capabilities of science and engineering students, learning in a traditional classroom. As web-based technologies are becoming prominent in higher education, there is a need to examine this effect among students working in online learning environments. Hence, this study was set to characterize team diversity of science and engineering students, and identify factors that might predict innovation in team projects conducted in different learning environments. This study was carried out in the settings of a nanotechnology course, delivered both on-campus and as a massive open online course (MOOC). The study compared between three groups of learners: face-to-face (F2F) university students (n = 103), online university students (n = 108), and MOOC learners (n = 109). The number of participants in each group is derived from the number of team projects that were submitted and analyzed. Applying a quasi-experimental research design, data were collected via a survey and analysis of projects' innovation. Findings showed that diversity in 'academic discipline' and 'academic level' were positive predictors of project innovation, in all three groups. Diversity in 'mother tongue' was found as a positive predictor of innovation for the face-to-face university students, but as a negative predictor for both online groups. Potential explanations for the differences observed between face-to-face and online learners are presented.

[This project was written up for a teaching award at RMIT with further development happening each year iteratively. Please get in contact if you have any queries or a doing similar research and development.]

This submission showcases the DSC Team Evaluation Tool (TET), a custom-engineered pedagogical solution that revolutionises how individual contributions are assessed in group work. Built upon the FeedbackFruits platform, TET represents a significant advancement through its innovatively designed DSC-Template, which integrates CATME's validated behavioural rating scales with automated grade distribution algorithms.

This bespoke tool enables groups to peer assess each other anonymously and automatically adjusts group marks to reflect individual contributions, addressing a critical gap in existing digital assessment tools. Through extensive development and testing, TET transforms the FeedbackFruits platform features into a sophisticated assessment framework that ensures fair, transparent evaluation of teamwork.

Developed through a collaboration between DSC Learning Designers Dr Kirsten Black, Simona Cicerale, and Dr Seth Keen, TET was successfully implemented across 72 RMIT courses spanning seven disciplines in 2024. This success led RMIT to fund the complete automation of the TET process in FeedbackFruits (2024), with FeedbackFruits developing specific grade distribution automation features in the DSC-Template for the DSC Learning Designers.

In 2025, TET will be funded and fully tested for university-wide adoption. The tool exemplifies extreme pedagogy by revolutionising collaborative learning assessment through a unique combination of teamwork assessment research, technological innovation, and extensive classroom testing, creating a more dynamic and equitable learning environment.