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Peer evaluation of student generated content

Published: 24 March 2014 Publication History

Abstract

We will present three similar studies that examine online peer evaluation of student-generated explanations for missed exam problems in introductory physics. In the first study, students created video solutions using YouTube and in the second two studies, they created written solutions using Google documents. All peer evaluations were performed using a tournament module as part of the interactive online coaching system called E2Coach[4] at the University of Michigan. With the theme of LAK 2014 being "intersection of learning analytics research, theory and practice", we think this poster will provide an accessible example that combines a classroom experiment with rigorous analysis to understand outcomes.

References

[1]
C. H. Crouch and E. Mazur. Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9):970, Sept. 2001.
[2]
L. Deslauriers, E. Schelew, and C. Wieman. Improved learning in a large-enrollment physics class. Science (New York, N.Y.), 332(6031):862--4, May 2011.
[3]
B. B. Hansen. Full Matching in an Observational Study of Coaching for the SAT. Journal of the American Statistical Association, 99(467):609--618, Sept. 2004.
[4]
T. Mckay, K. Miller, and J. Tritz. What to do with actionable intelligence: E2Coach as an intervention engine. Conference Paper: Learning Analytics and Knowledge 2012, pages 88--91, 2012.
[5]
G. Schraw. Promoting general metacognitive awareness. Instructional science, pages 113--125, 1998.

Cited By

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  • (2023)CrowdLearn: Open Sourcing Learner Feedback to Enable Open-Ended Assessments in MOOCs2023 IEEE Learning with MOOCS (LWMOOCS)10.1109/LWMOOCS58322.2023.10306150(1-7)Online publication date: 11-Oct-2023
  • (2021)Peer assessment in MOOCs: Systematic literature reviewDistance Education10.1080/01587919.2021.191162642:2(268-289)Online publication date: 2-May-2021

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Published In

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LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
March 2014
301 pages
ISBN:9781450326643
DOI:10.1145/2567574
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Sponsors

  • JNGI: John N. Gardner Institute for Excellence in Undergraduate Education
  • University of Wisc-Madison: University of Wisconsin-Madison
  • SoLAR: The Society for Learning Analytics Research
  • Purdue University: Purdue University

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 March 2014

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Author Tags

  1. blended learning
  2. google docs
  3. peer evaluation
  4. tournaments
  5. videos

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  • Research-article

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LAK '14
Sponsor:
  • JNGI
  • University of Wisc-Madison
  • SoLAR
  • Purdue University
LAK '14: Learning Analytics and Knowledge Conference 2014
March 24 - 28, 2014
Indiana, Indianapolis, USA

Acceptance Rates

LAK '14 Paper Acceptance Rate 13 of 44 submissions, 30%;
Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

View all
  • (2023)CrowdLearn: Open Sourcing Learner Feedback to Enable Open-Ended Assessments in MOOCs2023 IEEE Learning with MOOCS (LWMOOCS)10.1109/LWMOOCS58322.2023.10306150(1-7)Online publication date: 11-Oct-2023
  • (2021)Peer assessment in MOOCs: Systematic literature reviewDistance Education10.1080/01587919.2021.191162642:2(268-289)Online publication date: 2-May-2021

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