An educational research course facilitated by online peer assessment

Ying-Chih Chen, Chin Chung Tsai

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

This study implemented an online peer assessment activity to help 52 Taiwanese in-service science and mathematics teachers to develop research proposals in an educational research course. The participants were divided into 16 groups, and each group was required to submit a proposal via three rounds of online peer-assessment activity. This study found that, through the online peer-assessment activity, the in-service teachers could enhance their proposals at the initial stage of the activity, but there was almost no substantial improvement at the later stage. In addition, the amount of feedback they obtained was positively related to the performance from the first round to the second round; however, few significant relationships were found from the second to the third round. This study also showed that the process of peer assessment could be used to clarify assessment criteria and that sufficient support from the instructor can maintain participants' attitudes towards this activity, which were relatively optimistic throughout.

Original languageEnglish (US)
Pages (from-to)105-117
Number of pages13
JournalInnovations in Education and Teaching International
Volume46
Issue number1
DOIs
StatePublished - Feb 2009
Externally publishedYes

Fingerprint

educational research
assessment criteria
teacher
instructor
Group
mathematics
science
performance

Keywords

  • Attitude
  • In-service teachers
  • Internet
  • Online
  • Peer assessment

ASJC Scopus subject areas

  • Education

Cite this

An educational research course facilitated by online peer assessment. / Chen, Ying-Chih; Tsai, Chin Chung.

In: Innovations in Education and Teaching International, Vol. 46, No. 1, 02.2009, p. 105-117.

Research output: Contribution to journalArticle

@article{e24fd8f5c511407d8e0f9aa854cdd377,
title = "An educational research course facilitated by online peer assessment",
abstract = "This study implemented an online peer assessment activity to help 52 Taiwanese in-service science and mathematics teachers to develop research proposals in an educational research course. The participants were divided into 16 groups, and each group was required to submit a proposal via three rounds of online peer-assessment activity. This study found that, through the online peer-assessment activity, the in-service teachers could enhance their proposals at the initial stage of the activity, but there was almost no substantial improvement at the later stage. In addition, the amount of feedback they obtained was positively related to the performance from the first round to the second round; however, few significant relationships were found from the second to the third round. This study also showed that the process of peer assessment could be used to clarify assessment criteria and that sufficient support from the instructor can maintain participants' attitudes towards this activity, which were relatively optimistic throughout.",
keywords = "Attitude, In-service teachers, Internet, Online, Peer assessment",
author = "Ying-Chih Chen and Tsai, {Chin Chung}",
year = "2009",
month = "2",
doi = "10.1080/14703290802646297",
language = "English (US)",
volume = "46",
pages = "105--117",
journal = "Innovations in Education and Training International",
issn = "1355-8005",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - An educational research course facilitated by online peer assessment

AU - Chen, Ying-Chih

AU - Tsai, Chin Chung

PY - 2009/2

Y1 - 2009/2

N2 - This study implemented an online peer assessment activity to help 52 Taiwanese in-service science and mathematics teachers to develop research proposals in an educational research course. The participants were divided into 16 groups, and each group was required to submit a proposal via three rounds of online peer-assessment activity. This study found that, through the online peer-assessment activity, the in-service teachers could enhance their proposals at the initial stage of the activity, but there was almost no substantial improvement at the later stage. In addition, the amount of feedback they obtained was positively related to the performance from the first round to the second round; however, few significant relationships were found from the second to the third round. This study also showed that the process of peer assessment could be used to clarify assessment criteria and that sufficient support from the instructor can maintain participants' attitudes towards this activity, which were relatively optimistic throughout.

AB - This study implemented an online peer assessment activity to help 52 Taiwanese in-service science and mathematics teachers to develop research proposals in an educational research course. The participants were divided into 16 groups, and each group was required to submit a proposal via three rounds of online peer-assessment activity. This study found that, through the online peer-assessment activity, the in-service teachers could enhance their proposals at the initial stage of the activity, but there was almost no substantial improvement at the later stage. In addition, the amount of feedback they obtained was positively related to the performance from the first round to the second round; however, few significant relationships were found from the second to the third round. This study also showed that the process of peer assessment could be used to clarify assessment criteria and that sufficient support from the instructor can maintain participants' attitudes towards this activity, which were relatively optimistic throughout.

KW - Attitude

KW - In-service teachers

KW - Internet

KW - Online

KW - Peer assessment

UR - http://www.scopus.com/inward/record.url?scp=60849132477&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=60849132477&partnerID=8YFLogxK

U2 - 10.1080/14703290802646297

DO - 10.1080/14703290802646297

M3 - Article

VL - 46

SP - 105

EP - 117

JO - Innovations in Education and Training International

JF - Innovations in Education and Training International

SN - 1355-8005

IS - 1

ER -