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The implementation and evaluation of a mobile self- and peer-assessment system

机译：移动自我评估和同伴评估系统的实施和评估

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摘要

Recently, more and more researchers have been exploring uses of mobile technology that support new instructional strategies. Based on research findings related to peer and self assessment, this study developed a Mobile Assessment Participation System (MAPS) using Personal Digital Assistants (PDAs) as the platform. In addition, the study proposes an implementation model of the MAPS that should facilitate the effectiveness of self- and peer-assessment in classrooms. The researcher argues that teachers and students can benefit from MAPS in various regards including more flexible assessment arrangement, more efficient use of time, and more opportunities for student reflection on learning and assessment. Thirty-seven students taking teacher-education courses with the researcher participated in this study, and these students employed the MAPS to conduct two-round assessment activities that would help these students assess both their own and one another's final projects. Both the students' valid responses in a survey herein and scores obtained from the assessment activities confirmed the benefits of the MAPS and its implementation model. Yet, the students voiced such concerns as the objectivity of peer-assessment and the difficulty of providing constructive feedback, and the correlation analysis indicated a lack of consistency between teacher-grading and student-grading.
机译：最近，越来越多的研究人员正在探索支持新教学策略的移动技术的使用。基于与同伴和自我评估相关的研究结果，本研究开发了一种以个人数字助理（PDA）为平台的移动评估参与系统（MAPS）。此外，研究提出了MAPS的实施模型，该模型应有助于在课堂上进行自我评估和同伴评估的有效性。研究人员认为，教师和学生可以从各种方面受益于MAPS，包括更灵活的评估安排，更有效地利用时间以及更多的让学生反思学习和评估的机会。三十七名学生与研究人员一起参加了教师教育课程，他们参加了这项研究，这些学生利用MAPS进行了两轮评估活动，这将有助于这些学生评估自己和他人的最终项目。学生在这里进行的调查中的有效回答以及从评估活动中获得的分数都证实了MAPS及其实施模型的好处。然而，学生们表达了这样的担忧，如同伴评估的客观性和提供建设性反馈的难度，相关分析表明教师评分与学生评分之间缺乏一致性。

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