文章基本信息

标题：Adaptive Peer Grading and Formative Assessment
本地全文：下载
作者：Giovannina Albano ; Nicola Capuano ; Anna Pierri 等
期刊名称：Je-LKS
印刷版ISSN：1826-6223
电子版ISSN：1971-8829
出版年度：2017
卷号：13
期号：1
页码：147-161
DOI：10.20368/1971-8829/159
出版社：Casalini Libri
摘要：Peer grading is a process whereby students are required to grade some of their peers’ assignments as part of their own assignment. Peer grading is capable of improving students’ learning outcomes, metacognition and critical thinking and, at the same time, it can support formative assessment, saving teacher’s time and providing fast feedback, especially for large classes. In this paper we report the results of an experiment where a technology supported peer grading exercise has been assigned to students within a University course on calculus and linear algebra. To improve the reliability of students’ grades, several approaches have been experimented and the obtained results have been compared to grades coming from the teacher. Moreover, we attempted to understand how the peer grading task has contributed to reinforce the development of student’s explanation and argumentation processes.
关键词：Formative assessment; Peer grading; Peer rank; Fuzzy ordinal peer assessment.