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首页> 外文会议>IEEE International Conference on Engineering, Technology and Education >Anonymous online peer assessment in an undergraduate course: An analysis of Students’ perceptions and attitudes in the South Pacific
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Anonymous online peer assessment in an undergraduate course: An analysis of Students’ perceptions and attitudes in the South Pacific

机译：本科课程中的匿名在线同伴评估：对南太平洋学生的看法和态度的分析

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This paper provides insights on students’ perceptions and attitudes on anonymous online peer assessment. Peer assessment tools are being utilized in higher education in the information age to improve student learning experience by enabling a predominantly learner centered environment where students are actively involved in learning and the feedback process. This study aims to explore students’ perception and attitude of online peer assessment strategy in an undergraduate course offered in online and blended modes to students from twelve Pacific Island Countries (PICs). An online questionnaire was administered at the end of the assessment process to a sample of 1160 students out of which 846 completed the survey with a response rate of 73%. The data was analyzed using descriptive statistics. Results from this study indicated that the students had a favorable perception and attitude towards online peer assessment method when assessor and assessee are kept anonymous. The online peer assessment strategy also motivated students to learn, improve their understanding of the formative assessment and develop meta-cognitive skills.
机译：本文提供了有关学生对匿名在线同伴评估的看法和态度的见解。信息时代的高等教育中使用了对等评估工具，以建立一个以学习者为中心的环境，使学生积极参与学习和反馈过程，从而改善学生的学习体验。这项研究旨在探讨学生对在线同伴评估策略的看法和态度，该课程以在线和混合模式提供给来自12个太平洋岛国（PIC）的学生。在评估过程结束时，对1160名学生进行了在线问卷调查，其中846名完成了调查，回答率为73％。使用描述性统计数据分析数据。这项研究的结果表明，当评估者和被评估者保持匿名时，学生对在线同伴评估方法具有良好的认知和态度。在线同伴评估策略还激励学生学习，提高他们对形成性评估的理解并发展元认知技能。

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