Web-based peer review: the learner as both adapter and reviewer
IEEE Transactions on Education
Computers in Human Behavior
Constructing a community of practice to improve coursework activity
Computers & Education
Effects of high level prompts and peer assessment on online learners' reflection levels
Computers & Education
The implementation and evaluation of a mobile self- and peer-assessment system
Computers & Education
Multiple peer-assessment modes to augment online student question-generation processes
Computers & Education
Research Report: An exploration of the potential educational value of Facebook
Computers in Human Behavior
Hi-index | 0.00 |
This paper described the use of a networked peer assessment system to facilitate the development of inquiry-oriented activities for secondary science education. Twenty-four preservice teachers in Taiwan participated in this study and experienced a three-round peer assessment for developing science activities. The findings suggested that teachers tended to develop more creative, theoretically relevant, and practical science activities as a result of the networked peer assessment. However, the peers' evaluations were not highly consistent with experts' (e.g., university professors) grades. This study also revealed that students who offered detailed and constructive comments on reviewing and criticizing other peers' work might help them improve their own work, especially in the beginning stage of revising their original work.