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Using Web-based Progressive Self- and Peer- Assessment to Enhance Students' Reflective Thinking and Performance on Hypermedia Design
PROCEEDINGS

, Learning Research and Development Center, University of Pittsburgh, United States ; , Department of Educational Psychology, National Taiwan Normal University, Taiwan ; , , Department of Information and Computer Education, National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The first purpose of this study is to design a Web-based Self- and Peer-assessment System, or Web-SPA, to provide teachers with a flexible interface for arranging various self- and peer-assessment procedures. The second purpose is to examine the application effects o f progressive self- and peer-assessment procedures designed with the Web-SPA system. An evaluative study with 76 ninth-grade students finds that the students display the tendency of being more objective in their self-assessment scores after the progressive self- and peer-assessment activities; there is significant consistency between the results of the students' self- and peer-assessment and that of the teachers; and the quality of the students' works improved after the assessment activities.

Citation

Sung, Y.T., Lin, C.S., Chiou, S.K. & Chang, K.E. (2003). Using Web-based Progressive Self- and Peer- Assessment to Enhance Students' Reflective Thinking and Performance on Hypermedia Design. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1867-1870). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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