doi: 10.18178/ijiet.2018.8.10.1133
A Study on Peer-Assessment Based on Collaborative Out-of-Class Learning
Meixiu Lu1
,
Manzhen Yang2,* ,
Xia Li3
- 1School of Information Science and Technology/School of Cyber Security, Guangdong University of Foreign Studies, Guangzhou, 510420, China
- 2School of English and Education, Guangdong University of Foreign Studies, Guangzhou, 510420, China
- 3Laboratory of Language Engineering and Computing, Guangdong University of Foreign Studies, Guangzhou, 510420, China
Abstract
Peer assessment can help address the problem of imbalance between teachers and students in China’s higher education environment, and it can also effectively promote the development of learners' various abilities. However, previous studies indicate that students generally ascribe more value to teacher assessment than to peer assessment. Accordingly, methods to improve the efficiency of peer assessment demand more attention. This study explored the validity of peer-assessment and the acceptance of peer assessment via case collaborative out-of-class learning in a “natural language processing” course. Experiments showed a statistically significant correlation, but no significant difference, for peer-assessment between-groups and the teacher assessment. Peer-assessment can be used as a reference for the teacher assessment. On the contrary, there was a statistically significant difference but no significant correlation for the within-group assessment and the teacher assessment. Additionally, students reported that they found the peer-assessment based on collaborative out-of-class learning helpful and felt they benefited from peer assessment during teaching practice.
Keywords
- Collaborative out-of-class learning
- natural language processing
- peer-assessment
- engineering education
How to Cite
Meixiu Lu, Manzhen Yang, and Xia Li, "A Study on Peer-Assessment Based on Collaborative Out-of-Class Learning," International Journal of Information and Education Technology, vol. 8, no. 10, pp. 748-753, 2018. https://doi.org/10.18178/ijiet.2018.8.10.1133
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).