Abstract
Web-based peer assessment is an innovative method that can be used to assess students' learning portfolios in order to improve their learning. However, students cannot easily compare their own evaluation schemes or think reflectively to improve their learning through web-based peer assessment if they do not understand how others perceive the assessment criteria. This study attempts to utilize knowledge acquisition techniques in order to elicit personal understanding of assessment criteria. Using repertory grid analysis, web-based peer assessment systems can elucidate personal conceptual frameworks and evaluation schemes when students use their own criteria to assess learning portfolios. The analysis provides an instrument for monitoring the students' conceptual frame-works - which may lead to different peer-teacher correlations regarding assessment. This instrument allows teachers and students to understand fully each other's conceptual frameworks and evaluation schemes-thereby allowing them to think reflectively and improve their learning.
| Original language | English |
|---|---|
| Pages (from-to) | 43-59 |
| Number of pages | 17 |
| Journal | Innovations in Education and Teaching International |
| Volume | 42 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2005 |