Students’ use of evaluative judgement in an online peer learning community
Bibliographic Data
| ID | 19378682 |
|---|---|
| Authors | Liwei Chen (0000-0002-7596-9890, Australian National University, Canberra, Australia), Susan Howitt (Australian National University, Canberra, Australia), Susan M Howitt (0000-0002-2192-2317, Australian National University, corresponding author), Denise Higgins (0000-0001-9470-492X, Australian National University, Canberra, Australia), Sara Murray (Australian National University, Canberra, Australia) |
| Year | 2022 |
| Volume | 47 |
| Issue | 4 |
| Pages | 493-506 |
| Publication date | 2022-05-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2021.1933378 |
| OpenAlex | W3176057510 |
| Language | EN |
| Citations received | 11 |
| References cited | 30 |
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
CLARITY · Constructive · Epistemology · Higher education · Judgement · Mathematics education · Medical education · Peer Assessment · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education
Context matters! Unpacking its role in evaluative judgement through the Theory of Practice Architectures
The CRAFTS learning framework
How does assessment drive learning? A focus on students’ development of evaluative judgement
Bibliometric analysis of assessment and evaluation in higher education
Exploring the process of evaluative judgement
What does it take to provide effective peer feedback
Conceptualising evaluative judgement in the context of holistic competency development
The development and validation of an instrument to measure evaluative judgement
Developing evaluative judgement for a time of generative artificial intelligence
Supporting peer evaluation of student-generated content
Peer feedback
Developing evaluative judgement
Peer Instruction
Adding Value
Know what I mean? Enhancing student understanding of assessment standards and criteria
Formative assessment and the design of instructional systems
From monologue to dialogue
Does peer assessment promote student learning? A meta-analysis
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Peer assessment in a project-based engineering course
Beyond feedback
The road to self-assessment
Developing a learning-centred framework for feedback literacy
Rethinking feedback practices in higher education
Peer assessment effects on the self-assessment process of first-year undergraduates
Generating dialogue in assessment feedback
Using assessment to support higher level learning
Does student engagement in self-assessment calibrate their judgement over time
Researching student agency in digital education as if the social aspects matter
Unpacking the feedback process
The development of student feedback literacy
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Formative assessment and self-regulated learning
| Unique citing works | 11 |
|---|---|
| Citations per year | 2,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |