1 Feng-Qi Lai Project Peer Evaluation: Assessment and Collaborative Learning Feng-Qi Lai Department of Curriculum, Instruction, and Media Technology Bayh College of Education Indiana State University Presented at RosEvaluation April 18, 2011

2 Feng-Qi Lai Introduction Traditional design of project evaluation Online peer evaluation at one level Online peer evaluation at two levels Conclusion and discussion

3 Feng-Qi Lai Traditional Design Problems ◦ Individual projects: Little peer interaction ◦ Group projects: free riders Solution: Individual projects with group discussion

4 Feng-Qi Lai Traditional Design: Individual Projects Learning context analysis Learner analysis Learning task analysis Learning objectives and assessments Learning strategies design Instructional material production Formative evaluation

5 Feng-Qi Lai Traditional Design: Individual Projects Problem: lack of peer interaction

6 Feng-Qi Lai Traditional Design: Group Projects 1. Look for team members to form a group of four 2. Discuss with potential group members to determine a topic 3. Work on every project as a team 4. Submission of 1) group project and 2) peer evaluation 5. Grade is based on three parts: 1) quality of the project, 2) teammates’ evaluation of each teammate’s work and 3) evaluation of teammates’ work.

7 Feng-Qi Lai An Example of Assessment of Students’ Performance Example: Project C Learning Task Analysis, total possible 30 points. The group has four members and the group project gets 28. Team member A’s grade (when A’s evaluation to her teammates is fair and thorough; no points taken off): The points that A gets from her three team members’ evaluations are 25, 24, and 25. A’s grade will be 28 * [( )/75]. That is 27.6 points. Team member B’s grade (when B’s evaluation to his teammates is not quite fair; 10% was taken off): The points that B gets from the peer evaluation are 23, 23, and 24. B’s grade will be 28 * [( )/75] – 10% * {28 * [( )/75]}. That is = 23.5 points.

8 Feng-Qi Lai Assessment Forms Peer evaluation template Instructor’s evaluation form The original forms from Dr. Tristan Johnson, Florida State University

9 Feng-Qi Lai Traditional Design: Group Projects Problem: Free riders and limited peer interaction

10 Feng-Qi Lai Online Peer Evaluation at One Level Individual project on the same given topic Each project has a different group Post project on Blog for group discussion (critique and debate) Revise the project Submission of 1) individual project and 2) peer evaluation of group members’ work Project grade is based on the average of peer evaluation Learning performance grade is based on 1) project, 2) peer evaluation, and 3) online discussion (critique and debate) Instructor adjusts grade if peer evaluation is not fair

11 Feng-Qi Lai Project Guidelines and Grades Project guidelines example Peer evaluation example Grades for each project

12 Feng-Qi Lai Online Peer Evaluation at Two Levels Designs ◦ The same as online peer evaluation at one level + peer evaluation from a higher level class Performance evaluation ◦ Peer evaluation at the same level ◦ Peer evaluation from a higher level ◦ Instructor’s evaluation

13 Feng-Qi Lai Student A’s Approach to Completing the Project Carefully reviewing the assigned readings Determining the best course of action for completing the project

14 Feng-Qi Lai Student A’s Approach to Peer Evaluation Aesthetic value Readability Grammatical correctness Inclusion of vital elements (based on project guidelines provided)

15 Feng-Qi Lai Student A’s Perspective I believe it was the intensity of the course requirements that created a sense of satisfaction in the intrinsic value of the effort. There is no better way to learn than to teach.

16 Feng-Qi Lai Student B’s Approach to Online Discussion Ensure understanding of the specific requirements of the assignment Proceed to read fellow student’s posted work Provide subsequent feedback

17 Feng-Qi Lai Student B’s Approach to Peer Evaluation Read peers’ projects, analyzing what is read. Review including ◦ syntax and structure ◦ overall ideas ◦ obvious and not-so-obvious inconsistencies ◦ other issues in regards to the methodologies used

18 Feng-Qi Lai Student B’s Perspective The Impact of Peer Criticism Communication between Foreign and Native Students The Blackboard EMS Concern of Peer-Assigned Grading

19 Feng-Qi Lai Conclusion & Discussion Students’ attitudes toward projects Capability of understanding the assignment and reading materials Critical thinking skills Sense of responsibility Communication problem Anxiety about the grade

20 Feng-Qi Lai Questions & Answers Thank You for Your Attention!! Feng-Qi Lai (812)