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 |
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Authors: | Chi-Cheng Chang Kuo-Hung Tseng |
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Affiliation: | a Department of Technology Application and Human Resource Development, National Taiwan Normal University, No. 162, He-Ping E. Road, Section 1, Taipei 106, Taiwan, ROC b Graduate Institute of Business and Management, Meiho University, No. 23, Pingguang Rd., Neipu, Pingtung, Taiwan, ROC c Graduate Institute of Technological and Vocational Education, National Pingtung University of Technology and Science, No. 1, Xue Fu Road, Lao Bei Village, Nei-Pu Township, Pingtung, Taiwan, ROC |
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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. |
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Keywords: | Web-based portfolio Web-based portfolio assessment Self-assessment Peer-assessment |
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