Comparing with lecturer marked assessments, peer assessment is a more comprehensive learning process and many of the associated problems have occurred. In this research work, we study the peer-assessment impact on group learning activities in order to provide a complete and systematic review, increase the practice and quality of the peer assessment process. Pilot studies were conducted and took the form of surveys, focus group interviews, and questionnaires. Prelimi-nary surveys were conducted with 582 students and 276 responses were received, giving a response rate of 47.4%. The results show 37% student will choose individual work over group work if given the choice. In the case study, 82.1% of the total of 28 students have en-joyed working in a group using Facebook as communication tools. 89.3% of the students can demonstrate their skills through group-working and most importantly, 82.1% of them agree that peer assess-ment is an impartial method of assessment with the help of Facebook as proof of self-contribution. Our suggestions to make group work a pleasant experience are by identifying and taking action against the freeloader, giving credit to the deserving students, educating students on how to give constructive feedback and making the assessment pro-cess transparent to all.
翻译:同侪评估与讲师标记的评估相比,是一个比较全面的学习过程,并且发生了许多相关问题。在这项研究工作中,我们研究了同侪评估对集体学习活动的影响,以便提供完整和系统的审查,提高同侪评估过程的做法和质量;进行了试点研究,并采取了调查、重点小组访谈和问卷调查的形式;对582名学生进行了初步调查,收到了276份答复,答复率为47.4%。结果显示,如果有选择,学生将选择个人工作而不是集体工作。在案例研究中,28名学生中,有82.1%的人以交流工具的形式在Facebook小组中愉快地工作。89.3%的学生可以通过小组工作来展示自己的技能,最重要的是,82.1%的学生同意,同侪评估是一种公正的评估方法,在Facebook的帮助下,以脸书作为自我贡献的证明。我们提出的使小组工作获得愉快经验的建议是确定和采取行动反对免费装货者,向优秀的学生提供信贷,教育学生如何提供建设性的反馈,使评估透明地进行。