Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Guan-Yu Lin

doi:10.12973/eurasia.2016.1280a

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Guan-Yu Lin ¹ ^*

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¹ National Chung Cheng University^* Corresponding Author

Abstract

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees’ micro-teaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees’ micro-teaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group’s perceived learning about teaching competency was lower than the control group’s after completing the first-round peer assessment, but significantly increased over time. Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook’s open and non-anonymous features.

Keywords

online peer assessment
video
attitude toward peer assessment
perceived learning
Facebook

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 9, 2295-2307

https://doi.org/10.12973/eurasia.2016.1280a

Publication date: 29 Jun 2016

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Article Downloads: 1544

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How to cite this article

APA

Lin, G.-Y. (2016). Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Vancouver

Lin GY. Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. EURASIA J Math Sci Tech Ed. 2016;12(9):2295-307. https://doi.org/10.12973/eurasia.2016.1280a

AMA

Lin GY. Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. EURASIA J Math Sci Tech Ed. 2016;12(9), 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Chicago

Lin, Guan-Yu. "Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Harvard

Lin, G.-Y. (2016). Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

MLA

Lin, Guan-Yu "Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a