{"title":"支持学习成绩的提高:在线小组评估的作用","authors":"Fengjuan Chen, Si Zhang, Qingtang Liu, Shufan Yu, Xiaojuan Li, Xinxin Zheng","doi":"10.1007/s10639-024-12907-5","DOIUrl":null,"url":null,"abstract":"<p>Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, <i>innovative</i> responses were positively associated with group learning performance, while <i>uptake</i> responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supporting learning performance improvement: Role of online group assessment\",\"authors\":\"Fengjuan Chen, Si Zhang, Qingtang Liu, Shufan Yu, Xiaojuan Li, Xinxin Zheng\",\"doi\":\"10.1007/s10639-024-12907-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, <i>innovative</i> responses were positively associated with group learning performance, while <i>uptake</i> responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12907-5\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12907-5","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Supporting learning performance improvement: Role of online group assessment
Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, innovative responses were positively associated with group learning performance, while uptake responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.