Assessing Higher-Order Thinking Using a Networked Portfolio System with Peer Assessment
International Journal of Instructional Media Volume 31, Number 2, ISSN 0092-1815
In the past, the quantitative evidences of portfolio assessment have been explored under online instruction. Liu, Lin, and Yuan provide a long-term measure of peer-self, peer-instructor and self-instructor correlation coefficients under networked innovative assessment procedures. Analytical results indicated that undergraduate students could evaluate peers adequately but they over-mark themselves usually. Although they proved the peer assessment better than self assessment under online instruction in a quantitative way, the qualitative evidences of higher order thinking skills were missed in that study. The authors of this pilot study explore the qualitative evidences in order to provide a more clear view about networked portfolio assessment.
Liu, E.Z.F., Zhuo, Y.C. & Yuan, S.M. (2004). Assessing Higher-Order Thinking Using a Networked Portfolio System with Peer Assessment. International Journal of Instructional Media, 31(2),.
Cited ByView References & Citations Map
Jerry Sun, Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Geoffrey Middlebrook, The Writing Program, University of Southern California, Los Angeles, United States; Otto Khera, College of Education, Curriculum and Instruction, New Mexico State University, Las Cruces, United States; Ho-Yuan Chen, Center for Teacher Education, Tunghai University, Taichung, Taiwan
International Journal of Online Pedagogy and Course Design Vol. 8, No. 2 (April 2018) pp. 1–15
Mi-Hyun Chung & Jungkang Miller, Mercy College, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2391–2394
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