大数据时代在线同伴互评提升策略的审视与展望
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摘要
大数据时代在线同伴互评既能增强学习体验,提升在线学习效果,又能创新评价方式,保证在线教育的质量。现有提高同伴互评信效度的策略主要有评阅人的匹配及推荐、提升评阅人的能力和评价分数的校准三种。大数据时代同伴互评有效性的提升应重点探寻如何提高学习者的评价素养、透视同伴互评设计的基本原理及科学利用过程性数据来提高同伴互评的信效度。
Online peer assessment enhances the learning experience and the effectiveness of online learning. Innovative evaluation methods can ensure the quality of online education. The existing strategies for improving the reliability and validity of peer assessment mainly include the matching and recommendation of reviewers,the improvement of reviewers' ability,and the calibration of evaluation scores. Based on the above,in order to further enrich and enhance the effectiveness of peer assessment in the era of big data,follow-up researches will focus on how to improve the evaluation literacy of learners,the basic principles of peer assessment design,and the scientific use of procedural data to improve the reliability and validity of peer assessment.
Online peer assessment enhances the learning experience and the effectiveness of online learning. Innovative evaluation methods can ensure the quality of online education. The existing strategies for improving the reliability and validity of peer assessment mainly include the matching and recommendation of reviewers,the improvement of reviewers' ability,and the calibration of evaluation scores. Based on the above,in order to further enrich and enhance the effectiveness of peer assessment in the era of big data,follow-up researches will focus on how to improve the evaluation literacy of learners,the basic principles of peer assessment design,and the scientific use of procedural data to improve the reliability and validity of peer assessment.
引文
(1)Topping,K.J.“Peer assessment between students in colleges and universities”,Review of Educational Research,1998(3):249-276.
(2)Papathoma,T.,Blake,C.,Clow,D.,&Scanlon,E.“Investigating Learners’Views of Assessment Types in Massive Open Online Courses(MOOCs)”,Design for Teaching and Learning in a Networked World,2015.
(3)赵宏,张亨国,郑勤华,等:《中国MOOCs学习评价调查研究》,《中国电化教育》2017年第9期。
(1)Lu,J&Law,N.“Online peer assessment:Effects of cognitive and affective feedback”,Instructional Science,2012(2):257-275.
(2)Strijbos,J.W.,&Sluijsmans,D.“Unravelling peer assessment:Methodological,functional,and conceptual developments”,Learning and Instruction,2010(4):265-269.
(3)Vickerman,P.“Student perspectives on formative peer assessment:An attempt to deepen learning?”Assessment&Evaluation in Higher Education,2009(2):221-243.
(4)许云红,王如:《MOOC背景下基于推荐机制提高同伴互评研究效果的研究》,《现代远距离教育》2014年第5期。
(5)Crespo,Raquel,Pardo Abelardo,Kloos Carlos Delgado.“An adaptive strategy for peer review”,Frontiers in Education,2004.
(6)Gehringer Edward F.“Assignment and quality control of peer reviewers”,American Society for Engineering Education,2001.
(1)Crespo,R.M.,Pardo,A.,Juan Pedro Somolinos Pérez,&Kloos,C.D.“An algorithm for peer review matching using student profiles based on fuzzy classification and genetic algorithms”,18th International Conference on Industrial and Engineering Applications of Artificial Intelligence and Expert Systems,2005.
(2)夏雪:《基于蚁群聚类算法的MOOC作业互评系统的分组研究》,成都理工大学硕士论文,2017年。
(3)Crespo,R.M.,Pardo,A.,&Kloos,C.D.“An adaptive strategy for peer review.Frontiers in Education”,IEEE,2004.
(1)王如:《基于信息整合方法的网上同伴互评评阅人推荐系统分析与设计》,昆明理工大学硕士论文,2016年。
(2)Li,L.,X.Liu,and A.L.Steckelberg.“Assessor or Assessee:How Student Learning Improves by Giving and Receiving Peer Feedback”,British Journal of Educational Technology,2010(3):523-536.
(3)Liu,X.,&Li,L.“Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment”,Assessment&Evaluation in Higher Education,2013(3):275-292.
(4)Orsmond,P.,Merry,S.,&Reiling,K.“The importance of marking criteria in the use of peer assessment”,Assessment&Evaluation in Higher Education,1996(3):239-250.
(5)Svinicki,M.D.“Encouraging your students to give feedback”,New Directions for Teaching&Learning,2001(87):17-24.
(6)白丽茹:《基础英语写作同伴互评反馈模式的可行性及有效性检验》,《解放军外国语学院学报》2013年第1期。
(7)马志强,王雪娇,龙琴琴:《基于同侪互评的在线学习评价研究综述》,《远程教育杂志》2014年第4期。
(8)Liu,X.,&Li,L.“Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment”,Assessment&Evaluation in Higher Education,2013(3):275-292.
(9)李菲茗,李晓菲,黄亚平,等:《训练对同伴互评评分准确性的影响---以“三维动画设计与建模”课程为例》,《中国远程教育》2018年第5期。
(1)Moccozet,L.,Tardy,C.“An assessment for learning framework with peer assessment of group works”,International Conference on Information Technology Based Higher Education&Training,2015.
(2)Kollar,I.,Fischer,F.“Peer assessment as collaborative learning:a cognitive perspective”,Learning&Instruction,2010(4).
(3)Scott Ashton,Randall S.Davies.“Using scaffolded rubrics to improve peer assessment in a MOOC writing course”,Distance Education,2015.
(4)范逸洲,冯菲,刘玉:《评价量规设计对慕课同伴互评有效性的影响研究》,《中国远程教育》2018年第11期。
(5)Panadero,E.,Romero,M.,&Strijbos,J.W..“The impact of a rubric and friendship on peer assessment:effects on construct validity,performance,and perceptions of fairness and comfort”,Studies in Educational Evaluation,2013(4):195-203.
(6)范逸洲,冯菲,刘玉:《评价量规设计对慕课同伴互评有效性的影响研究》,《中国远程教育》2018年第11期。
(7)张屹,陈蓓蕾,陈珍,等:《智慧教室中的教学对大学生研究能力和元认知的影响---基于量规的干预》,《电化教育研究》2017年第7期。
(8)Moskal,B.M.“Scoring rubrics:what,when and how?”Practical Assessment Research&Evaluation,2000(3):1-5.
(9)Falchikov,N.,&Goldfinch,J.“Student peer assessment in higher education:a meta-analysis comparing peer and teacher marks”,Review of Educational Research,2000(3):287-322.
(10)Bouzidi,L.,&Jaillet,A.“Can online peer assessment be trusted?”Journal of Educational Technology&Society,2009(4):257-268.
(1)Howard,C.D.,Barrett,A.F.,&Frick,T.W.“Anonymity to promote peer feedback:Pre-service teachers’comments in asynchronous computer mediated communication”,Journal of Educational Computing Research,2010(1):89-112.
(2)Dijks,M.,Brummer,L.,&Kostons,D.“The anonymous reviewer:the relationship between perceived expertise and the perceptions of peer feedback in higher education”,Assessment&Evaluation in Higher Education,2018(3):79-99.
(3)Schellens,T.“Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education”,Studies in Higher Education,2015(1):178-193.
(4)Yu,F.Y.,&Sung,S.“A mixed methods approach to the assessor’s targeting behavior during online peer assessment:Effects of anonymity and underlying reasons”,Interactive Learning Environments,2015(1):1-18.
(5)Panadero,E.,&Brown,G.T.L.“Teachers’reasons for using peer assessment:Positive experience predicts use”,European Journal of Psychology of Education,2017(1):133-156.
(6)张倩:《网络环境下同伴匿名评价实证研究》,《电化教育研究》2007年第7期。
(7)韩庆年,柏宏权,杨晓敏:《移动学习环境下同伴互评对大学生学习动机的影响效应研究》,《中国远程教育》2018年第11期。
(8)Miyazoe T,Anderson T.“Anonymity in Blended Learning:Who Would You like to Be?”Educational Technology&Society,2011(2):175-187.
(9)马玉慧,赵乐,刘晴:《在线同伴评价的影响因素及其促进策略》,《电化教育研究》2006年第3期。
(10)Kaufman,J.H.,&Schunn,C.D.“Students’perceptions about peer assessment for writing:their origin and impact on revision work”,Instructional Science,2011(3):387-406.
(11)Song,Y.,Hu,Z.,&Gehringer,E.F.“Pluggable reputation systems for peer review:A web-service approach”,IEEE Frontiers in Education Conference,2015.
(1)Piech Chris,Huang Jonathan,Chen Zhenghao,Do Chuong,Ng Andrew,Koller Daphne.“Tuned models of peer assessment in MOOCs”,Educational Data Mining(EDM 2013.),2013.
(2)孙力,钟斯陶:《MOOC评价系统中同伴互评概率模型研究》,《开放教育研究》2014年第11期。
(2)Papathoma,T.,Blake,C.,Clow,D.,&Scanlon,E.“Investigating Learners’Views of Assessment Types in Massive Open Online Courses(MOOCs)”,Design for Teaching and Learning in a Networked World,2015.
(3)赵宏,张亨国,郑勤华,等:《中国MOOCs学习评价调查研究》,《中国电化教育》2017年第9期。
(1)Lu,J&Law,N.“Online peer assessment:Effects of cognitive and affective feedback”,Instructional Science,2012(2):257-275.
(2)Strijbos,J.W.,&Sluijsmans,D.“Unravelling peer assessment:Methodological,functional,and conceptual developments”,Learning and Instruction,2010(4):265-269.
(3)Vickerman,P.“Student perspectives on formative peer assessment:An attempt to deepen learning?”Assessment&Evaluation in Higher Education,2009(2):221-243.
(4)许云红,王如:《MOOC背景下基于推荐机制提高同伴互评研究效果的研究》,《现代远距离教育》2014年第5期。
(5)Crespo,Raquel,Pardo Abelardo,Kloos Carlos Delgado.“An adaptive strategy for peer review”,Frontiers in Education,2004.
(6)Gehringer Edward F.“Assignment and quality control of peer reviewers”,American Society for Engineering Education,2001.
(1)Crespo,R.M.,Pardo,A.,Juan Pedro Somolinos Pérez,&Kloos,C.D.“An algorithm for peer review matching using student profiles based on fuzzy classification and genetic algorithms”,18th International Conference on Industrial and Engineering Applications of Artificial Intelligence and Expert Systems,2005.
(2)夏雪:《基于蚁群聚类算法的MOOC作业互评系统的分组研究》,成都理工大学硕士论文,2017年。
(3)Crespo,R.M.,Pardo,A.,&Kloos,C.D.“An adaptive strategy for peer review.Frontiers in Education”,IEEE,2004.
(1)王如:《基于信息整合方法的网上同伴互评评阅人推荐系统分析与设计》,昆明理工大学硕士论文,2016年。
(2)Li,L.,X.Liu,and A.L.Steckelberg.“Assessor or Assessee:How Student Learning Improves by Giving and Receiving Peer Feedback”,British Journal of Educational Technology,2010(3):523-536.
(3)Liu,X.,&Li,L.“Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment”,Assessment&Evaluation in Higher Education,2013(3):275-292.
(4)Orsmond,P.,Merry,S.,&Reiling,K.“The importance of marking criteria in the use of peer assessment”,Assessment&Evaluation in Higher Education,1996(3):239-250.
(5)Svinicki,M.D.“Encouraging your students to give feedback”,New Directions for Teaching&Learning,2001(87):17-24.
(6)白丽茹:《基础英语写作同伴互评反馈模式的可行性及有效性检验》,《解放军外国语学院学报》2013年第1期。
(7)马志强,王雪娇,龙琴琴:《基于同侪互评的在线学习评价研究综述》,《远程教育杂志》2014年第4期。
(8)Liu,X.,&Li,L.“Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment”,Assessment&Evaluation in Higher Education,2013(3):275-292.
(9)李菲茗,李晓菲,黄亚平,等:《训练对同伴互评评分准确性的影响---以“三维动画设计与建模”课程为例》,《中国远程教育》2018年第5期。
(1)Moccozet,L.,Tardy,C.“An assessment for learning framework with peer assessment of group works”,International Conference on Information Technology Based Higher Education&Training,2015.
(2)Kollar,I.,Fischer,F.“Peer assessment as collaborative learning:a cognitive perspective”,Learning&Instruction,2010(4).
(3)Scott Ashton,Randall S.Davies.“Using scaffolded rubrics to improve peer assessment in a MOOC writing course”,Distance Education,2015.
(4)范逸洲,冯菲,刘玉:《评价量规设计对慕课同伴互评有效性的影响研究》,《中国远程教育》2018年第11期。
(5)Panadero,E.,Romero,M.,&Strijbos,J.W..“The impact of a rubric and friendship on peer assessment:effects on construct validity,performance,and perceptions of fairness and comfort”,Studies in Educational Evaluation,2013(4):195-203.
(6)范逸洲,冯菲,刘玉:《评价量规设计对慕课同伴互评有效性的影响研究》,《中国远程教育》2018年第11期。
(7)张屹,陈蓓蕾,陈珍,等:《智慧教室中的教学对大学生研究能力和元认知的影响---基于量规的干预》,《电化教育研究》2017年第7期。
(8)Moskal,B.M.“Scoring rubrics:what,when and how?”Practical Assessment Research&Evaluation,2000(3):1-5.
(9)Falchikov,N.,&Goldfinch,J.“Student peer assessment in higher education:a meta-analysis comparing peer and teacher marks”,Review of Educational Research,2000(3):287-322.
(10)Bouzidi,L.,&Jaillet,A.“Can online peer assessment be trusted?”Journal of Educational Technology&Society,2009(4):257-268.
(1)Howard,C.D.,Barrett,A.F.,&Frick,T.W.“Anonymity to promote peer feedback:Pre-service teachers’comments in asynchronous computer mediated communication”,Journal of Educational Computing Research,2010(1):89-112.
(2)Dijks,M.,Brummer,L.,&Kostons,D.“The anonymous reviewer:the relationship between perceived expertise and the perceptions of peer feedback in higher education”,Assessment&Evaluation in Higher Education,2018(3):79-99.
(3)Schellens,T.“Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education”,Studies in Higher Education,2015(1):178-193.
(4)Yu,F.Y.,&Sung,S.“A mixed methods approach to the assessor’s targeting behavior during online peer assessment:Effects of anonymity and underlying reasons”,Interactive Learning Environments,2015(1):1-18.
(5)Panadero,E.,&Brown,G.T.L.“Teachers’reasons for using peer assessment:Positive experience predicts use”,European Journal of Psychology of Education,2017(1):133-156.
(6)张倩:《网络环境下同伴匿名评价实证研究》,《电化教育研究》2007年第7期。
(7)韩庆年,柏宏权,杨晓敏:《移动学习环境下同伴互评对大学生学习动机的影响效应研究》,《中国远程教育》2018年第11期。
(8)Miyazoe T,Anderson T.“Anonymity in Blended Learning:Who Would You like to Be?”Educational Technology&Society,2011(2):175-187.
(9)马玉慧,赵乐,刘晴:《在线同伴评价的影响因素及其促进策略》,《电化教育研究》2006年第3期。
(10)Kaufman,J.H.,&Schunn,C.D.“Students’perceptions about peer assessment for writing:their origin and impact on revision work”,Instructional Science,2011(3):387-406.
(11)Song,Y.,Hu,Z.,&Gehringer,E.F.“Pluggable reputation systems for peer review:A web-service approach”,IEEE Frontiers in Education Conference,2015.
(1)Piech Chris,Huang Jonathan,Chen Zhenghao,Do Chuong,Ng Andrew,Koller Daphne.“Tuned models of peer assessment in MOOCs”,Educational Data Mining(EDM 2013.),2013.
(2)孙力,钟斯陶:《MOOC评价系统中同伴互评概率模型研究》,《开放教育研究》2014年第11期。