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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.
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]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Assessing individual contribution in collaborative learning through self- and peer-assessment in the context of China.
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  Data: <searchLink fieldCode="AR" term="%22Ma%2C+Zhiqiang%22">Ma, Zhiqiang</searchLink><relatesTo>1</relatesTo><i> mzq1213@jiangnan.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Yan%2C+Xuejing%22">Yan, Xuejing</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wang%2C+Qiyun%22">Wang, Qiyun</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2020, Vol. 57 Issue 3, p352-363. 12p. 1 Diagram, 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer-supported+cooperative+work%22">Computer-supported cooperative work</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14703297.2018.1555049
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        Text: English
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        PageCount: 12
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      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Peer review of students
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      – SubjectFull: Classroom environment
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      – SubjectFull: Computer-supported cooperative work
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      – SubjectFull: Social cohesion
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              Text: Jun2020
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              Y: 2020
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