Students' Use of Evaluative Judgement in an Online Peer Learning Community

Autor/inn/en	Chen, Liwei; Howitt, Susan; Higgins, Denise; Murray, Sara
Titel	Students' Use of Evaluative Judgement in an Online Peer Learning Community
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 4, S.493-506 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1933378
Schlagwörter	Evaluative Thinking; Peer Evaluation; Peer Teaching; Communities of Practice; Distance Education; Online Systems; Student Behavior; Skill Development; College Students + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Community; Distance study; Distance learning; Fernunterricht; Online; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent
Abstract	One goal of higher education is the development of students' evaluative judgement, that is, the capacity to make judgements of the quality of work done by oneself and others. Supporting students to critique the work of peers provides opportunities for evaluative judgement, which we explored using an online platform, PeerWise, in a second year genetics course. PeerWise enables students to write, comment on, answer and rate multiple choice questions. Our study aimed to investigate students' understanding of question quality by identifying the criteria they used to assess questions and how these were applied to make judgements. Students' comments on questions, in which they provided an opinion with a reason, were analysed. This analysis was done in two stages; an initial qualitative analysis of comments from one cohort from which the criteria emerged, and validation and quantification of criteria usage in an independent cohort. We identified five criteria that were used to assess questions: knowledge, clarity and presentation, complexity, engagement and explanation. We then analysed how the criteria were used to show that students demonstrated evaluative judgement, not only by generating reasonable criteria, but also by making complex judgements about question quality invoking multiple criteria and constructive suggestions for improvement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01