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1Feng-Qi Lai
Project Peer Evaluation: Assessment and Collaborative Learning
Feng-Qi Lai Department of Curriculum, Instruction, and Media TechnologyBayh College of EducationIndiana State University
Presented at RosEvaluationApril 18, 2011
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IntroductionTraditional design of project
evaluationOnline peer evaluation at one
levelOnline peer evaluation at two
levelsConclusion and discussion
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Traditional Design
Problems◦Individual projects: Little peer interaction
◦Group projects: free ridersSolution: Individual projects with group discussion
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Traditional Design: Individual Projects
Learning context analysisLearner analysisLearning task analysisLearning objectives and
assessmentsLearning strategies designInstructional material productionFormative evaluation
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Traditional Design: Individual Projects
Problem: lack of peer interaction
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Traditional Design: Group Projects
1. Look for team members to form a group of four
2. Discuss with potential group members to determine a topic
3. Work on every project as a team4. Submission of 1) group project and 2)
peer evaluation5. Grade is based on three parts: 1) quality
of the project, 2) teammates’ evaluation of each teammate’s work and 3) evaluation of teammates’ work.
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An Example of Assessment of Students’ Performance
Example: Project C Learning Task Analysis, total possible 30 points. The group has four members and the group project gets 28.
Team member A’s grade (when A’s evaluation to her teammates is fair and thorough; no points taken off):The points that A gets from her three team members’ evaluations are 25, 24, and 25.A’s grade will be 28 * [(25+24+25)/75]. That is 27.6 points.
Team member B’s grade (when B’s evaluation to his teammates is not quite fair; 10% was taken off):The points that B gets from the peer evaluation are 23, 23, and 24.B’s grade will be 28 * [(23+23+24)/75] – 10% * {28 * [(23+23+24)/75]}. That is 26.1-2.61 = 23.5 points.
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Assessment Forms
Peer evaluation templateInstructor’s evaluation form
The original forms from Dr. Tristan Johnson, Florida State University
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Traditional Design: Group Projects
Problem: Free riders and limited peer interaction
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Online Peer Evaluation at One Level
Individual project on the same given topicEach project has a different groupPost project on Blog for group discussion (critique
and debate)Revise the projectSubmission of 1) individual project and 2) peer
evaluation of group members’ workProject grade is based on the average of peer
evaluationLearning performance grade is based on 1)
project, 2) peer evaluation, and 3) online discussion (critique and debate)
Instructor adjusts grade if peer evaluation is not fair
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Project Guidelines and Grades
Project guidelines examplePeer evaluation exampleGrades for each project
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Online Peer Evaluation at Two Levels
Designs◦The same as online peer evaluation
at one level + peer evaluation from a higher level class
Performance evaluation◦Peer evaluation at the same level◦Peer evaluation from a higher level◦Instructor’s evaluation
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Student A’s Approach to Completing the Project
Carefully reviewing the assigned readings
Determining the best course of action for completing the project
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Student A’s Approach to Peer Evaluation
Aesthetic valueReadabilityGrammatical correctnessInclusion of vital elements (based on project guidelines provided)
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Student A’s Perspective
• I believe it was the intensity of the course requirements that created a sense of satisfaction in the intrinsic value of the effort.
• There is no better way to learn than to teach.
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Student B’s Approach to Online Discussion
Ensure understanding of the specific requirements of the assignment
Proceed to read fellow student’s posted work
Provide subsequent feedback
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Student B’s Approach to Peer Evaluation
Read peers’ projects, analyzing what is read.
Review including◦ syntax and structure◦overall ideas◦obvious and not-so-obvious
inconsistencies◦other issues in regards to the
methodologies used
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Student B’s Perspective
• The Impact of Peer Criticism• Communication between
Foreign and Native Students• The Blackboard EMS• Concern of Peer-Assigned
Grading
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Conclusion & Discussion• Students’ attitudes toward projects• Capability of understanding the
assignment and reading materials• Critical thinking skills• Sense of responsibility--------• Communication problem• Anxiety about the grade
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