ABSTRACT
StudySieve is an online tool in which students create and share assessment questions with their peers. The submitted questions can be answered, and all answers are visible to the entire community. Both the questions and answers are evaluated by students in a double-blind peer review process. This pedagogy, known as constructive evaluation, has been previously studied in the context of multiple-choice questions. The StudySieve tool described here, supports the construction and evaluation of free-response questions.
- Arthur, N. Using student-generated assessment items to enhance teamwork, feedback and the learning process. Synergy, 24:21--23, 2006. www.itl.usyd.edu.au/synergy.Google Scholar
- Barak, M., and Rafaeli, S. On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61:84--103, 2004. Google ScholarDigital Library
- Denny, P., Hanks, B., and Simon, B. Peerwise: replication study of a student-collaborative self-testing web service in a U.S. setting. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education 421--425, Milwaukee, Wisconsin, USA, 2010. ACM, New York, NY Google ScholarDigital Library
- Denny, P., Luxton-Reilly, A., and Hamer, J. Student use of the PeerWise system. In ITICSE '08: Proceedings of the 13th annual SIGCSE conference on Innovation and technology in computer science education, 73--77, Madrid, Spain, 2008. ACM. Google ScholarDigital Library
- Denny, P., Luxton-Reilly, A., and Hamer, J., and Purchase, H. Coverage of course topics in a student generated mcq repository. In ITiCSE '09: Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, 11--15, 2009. ACM. Google ScholarDigital Library
- King, A. Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27:664--687, 1990.Google ScholarCross Ref
- Luxton-Reilly, A. A systematic review of tools that support peer assessment. Computer Science Education, 19:209--232, 2009.Google ScholarCross Ref
- Luxton-Reilly, A., and Denny, P. Constructive evaluation: a pedagogy of student-contributed assessment. Computer Science Education, 2010. In Press.Google ScholarCross Ref
- Rosenshine, B., Meister, C., and Chapman, S. Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2):181--221, Summer 1996.Google ScholarCross Ref
- Topping, K. Peer assessment between students in colleges and universities. Review of Educational Research, 68(3):249--276, 1998.Google ScholarCross Ref
- Webb, N. Peer interaction and learning in small groups. International Journal of Educational Research, 13:21--39, 1989.Google ScholarCross Ref
- Wilson, E. V. Examnet asynchronous learning network: augmenting face-to-face courses with student-developed exam questions. Computers & Education, 42(1):87--107, 2004.Google Scholar
- Yu, F.-Y., Liu, Y.-H., and Chan, T.-W. A web-based learning system for question posing and peer assessment. Innovations in Education and Teaching International, 42(4):337--348, 2005.Google ScholarCross Ref
Index Terms
- StudySieve: a tool that supports constructive evaluation for free-response questions
Recommendations
Supporting student-generated free-response questions
ITiCSE '11: Proceedings of the 16th annual joint conference on Innovation and technology in computer science educationAlthough a number of existing systems support student-generated multiple choice questions, such questions tend to focus on lower-order cognitive skills. Free response questions are frequently used to evaluate higher-order thinking, but supporting ...
Employing Wikibook project in a linguistics course to promote peer teaching and learning
Peer teaching and learning are learner-centred approaches with great potential for promoting effective learning, and the fast development of Web 2.0 technology has opened new doors for promoting peer teaching and learning. In this study, we aim to ...
The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment
CSEDU 2015: Proceedings of the 7th International Conference on Computer Supported Education - Volume 2Massive Open Online Courses (MOOCs) have a remarkable ability to expand access to a large scale of
participants worldwide, beyond the formality of the higher education systems. MOOCs support participants
to be actively involved in collaborative learning ...
Comments