Assessing individual contribution in collaborative learning through self- and peer-assessment in the context of China.
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| Title: | Assessing individual contribution in collaborative learning through self- and peer-assessment in the context of China. |
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| Authors: | Ma, Zhiqiang1 mzq1213@jiangnan.edu.cn, Yan, Xuejing1, Wang, Qiyun2 |
| Source: | Innovations in Education & Teaching International. Jun2020, Vol. 57 Issue 3, p352-363. 12p. 1 Diagram, 4 Charts. |
| Subject Terms: | *Collaborative learning, *Self-evaluation, *Peer review of students, *Classroom environment, Computer-supported cooperative work, Social cohesion |
| Abstract: | In this study, self-assessment and peer-assessment (SAPA) were designed for evaluating individual contributions during the process and of the products in a collaborative learning environment in China. The purpose of the study was to describe the feasible and practical principles and strategies applied and identify students' learning experiences and perceptions of the assessment. Both quantitative and qualitative data about the students' perceptions of the assessment and practical use of SAPA assignments and tools were collected. Results showed the SAPA method helped students divide individual responsivities more specifically and facilitate group members to perform a fair share of group tasks. This study further identified the proportion of contribution scores in the final score, self-reflections of individual contributions and the multiple strategies for minimising reciprocity effects to be crucial for the SAPA method to be useful in practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In this study, self-assessment and peer-assessment (SAPA) were designed for evaluating individual contributions during the process and of the products in a collaborative learning environment in China. The purpose of the study was to describe the feasible and practical principles and strategies applied and identify students' learning experiences and perceptions of the assessment. Both quantitative and qualitative data about the students' perceptions of the assessment and practical use of SAPA assignments and tools were collected. Results showed the SAPA method helped students divide individual responsivities more specifically and facilitate group members to perform a fair share of group tasks. This study further identified the proportion of contribution scores in the final score, self-reflections of individual contributions and the multiple strategies for minimising reciprocity effects to be crucial for the SAPA method to be useful in practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2018.1555049 |
