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The Influence of SGRs on Self, Peer, and Instructor Evaluation in Higher Education
PROCEEDINGS

, , Seoul National University, Korea (South)

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research has three purposes: The first is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in a real classroom situation. The final purpose is to propose the possibility of students evaluating themselves more objectively with SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, it appears that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriated to their own situations, and to give more reliable feedback to their students.

Citation

Hong, S. & Park, M. (2008). The Influence of SGRs on Self, Peer, and Instructor Evaluation in Higher Education. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3156-3163). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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