Literaturnachweis - Detailanzeige
Autor/inn/en | Chang, Chi-Cheng; Tseng, Kuo-Hung; Lou, Shi-Jer |
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Titel | A Comparative Analysis of the Consistency and Difference among Teacher-Assessment, Student Self-Assessment and Peer-Assessment in a Web-Based Portfolio Assessment Environment for High School Students |
Quelle | In: Computers & Education, 58 (2012) 1, S.303-320 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1315 |
DOI | 10.1016/j.compedu.2011.08.005 |
Schlagwörter | Portfolios (Background Materials); Portfolio Assessment; Computer Oriented Programs; Comparative Analysis; Methods; Internet; High School Students; Evaluation Methods; Scoring |
Abstract | This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency. (Contains 3 figures and 9 tables.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |