Developing an Instrument for Assessing Students’ Conceptions of Learning through Online Peer Assessment
Yu-Fang Yang, Jenteh Junior College of Medicine, Nursing and Management, Taiwan ; Chin-Chung Tsai, Sheng-Chau Tseng, Jyh-Chong Liang, National Taiwan University of Science and Technology, Taiwan
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Recently, the use of online peer assessment (PA )as an alternative form of evaluation method is regarded to be helpful in learning and is increasingly being adopted in many educational settings. Therefore, the tool for assessing the conceptions of learning through online PA is accordingly very important for researchers and teachers. Through collecting data from 160 12th-grade students in Taiwan, a 16-item instrument was developed to investigate students’ conceptions of learning via online PA. Four scales, Practicing Skills, Submitting Assignments, Learning & Exchanging and Understanding & Critical thinking, were extracted and reliabilities were calculated. Results revealed that students were more likely to conceive of online PA as a way to understand others’ ideas and develop critical thinking. In addition, male students, when comparing to female students, tended to regard online PA as a platform for learning new information and exchanging ideas with other peers.
Yang, Y.F., Tsai, C.C., Tseng, S.C. & Liang, J.C. (2010). Developing an Instrument for Assessing Students’ Conceptions of Learning through Online Peer Assessment. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1618-1626). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)