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Peer and Self Assessment in On-line Collaborative Learning Teams
PROCEEDINGS

, , The University of Texas at Austin, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Several conditions are essential for face-to-face and online learning teams to be successful. These include positive interdependence, promotive interaction, teamwork, social skills, and individual accountability (Johnson and Johnson, 1998). An effective strategy for promoting individual accountability is the use of peer assessment. Self assessment may also be used to foster learners who reflect on their performance and contributions as members of a virtual learning team. This presentation describes research on the use of peer and self assessment in higher education Web-based courses using collaborative learning teams. The session will also include a demonstration of a web-based Peer and Self-Assessment System (PSAS) tool developed by the researchers to provide effective feedback to learners and an important source of information for instructors incorporating online learning teams in web-based courses.

Citation

Resta, P. & De Hoyos, M.L. (2004). Peer and Self Assessment in On-line Collaborative Learning Teams. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 881-885). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

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