基于自评与互评的网络协作学习贡献度评价
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摘要
评价是加强学习互赖关系,提升协作绩效的重要方法,但是传统的网络协作学习评价,存在过程不透明、缺乏差异化、易出现"搭便车"等现象。以学习者为评价主体,将自我评价与同伴互评相结合的评价方法,有利于判断个体投入并给出更合理的评价结果。然而目前基于自评与互评的网络协作学习个体贡献度评价尚缺乏具体评价指导原则与策略,研究者对评价操作的方法也缺乏足够的理解。基于此,课题组采用基于设计的研究方法,通过原则与策略生成、实施与调整、评价与反思三个阶段,设计了自主评价与同伴互评相结合的协作学习个体贡献度评价。通过收集的质性和量化数据,研究发现:基于自评与互评的网络协作学习个体贡献度评价应遵守三条基本设计原则,即个体贡献度评价应该同时考察协作学习过程与最终成果中的贡献程度;学习者应当参与评价过程并对其负责;自评和同伴互评应尽可能公平合理。在具体设计时,应着重关注协作学习投入、定性反馈以及保障自我评价的公平性等环节。
Evaluation is an important method to strengthen the relationship of learning interdependence and improve the performance of collaboration. However, the traditional evaluation of network collaborative learning has some problems such as the process is not open, lack of differentiation and leading to"free riding". Taking learners as the evaluation subject, self-assessment and peer-assessment(SAPA)is beneficial to judge individual investment and give more reasonable evaluation results. However, at present, the evaluation of individual contribution of network collaborative learning based on self-assessment and peer assessment lacks specific guiding principles and strategies, and researchers also lack sufficient understanding of evaluation methods. Therefore, the design-based research was adopted to design the evaluation of individual contribution degree of collaborative learning combined with self-assessment and peer-assessment through three stages including the generation of principle and strategy,implementation and adjustment, evaluation and reflection. Based on the collected qualitative and quantitative data,it is found that the three principles of designing self-assessment and peer-assessment should be followed. First, to evaluate individual contribution degree, the degree of contribution reflected in the process of collaborative learning and the final learning outcome at the same time should be examined. Second, students should participate in and be responsible for the evaluation process. Third, self-assessment and peer assessment should be as fair and reasonable as possible. The design of self-assessment and peer-assessment should focus on three links such as the collaborative learning input, the effect of qualitative feedback and guaranteeing the fairness of the self-assessment.
Evaluation is an important method to strengthen the relationship of learning interdependence and improve the performance of collaboration. However, the traditional evaluation of network collaborative learning has some problems such as the process is not open, lack of differentiation and leading to"free riding". Taking learners as the evaluation subject, self-assessment and peer-assessment(SAPA)is beneficial to judge individual investment and give more reasonable evaluation results. However, at present, the evaluation of individual contribution of network collaborative learning based on self-assessment and peer assessment lacks specific guiding principles and strategies, and researchers also lack sufficient understanding of evaluation methods. Therefore, the design-based research was adopted to design the evaluation of individual contribution degree of collaborative learning combined with self-assessment and peer-assessment through three stages including the generation of principle and strategy,implementation and adjustment, evaluation and reflection. Based on the collected qualitative and quantitative data,it is found that the three principles of designing self-assessment and peer-assessment should be followed. First, to evaluate individual contribution degree, the degree of contribution reflected in the process of collaborative learning and the final learning outcome at the same time should be examined. Second, students should participate in and be responsible for the evaluation process. Third, self-assessment and peer assessment should be as fair and reasonable as possible. The design of self-assessment and peer-assessment should focus on three links such as the collaborative learning input, the effect of qualitative feedback and guaranteeing the fairness of the self-assessment.
引文
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[14]Lai,C.L.,&Hwang,G.J.(2015).An Interactive Peer-Assessment Criteria Development Approach to Improving Students’Art Design Performance Using Handheld Devices[J].Computers&Education,85:149-159.
[15]Le,H.,Janssen,J.,&Wubbels,T.(2017).Collaborative Learning Practices:Teacher and Student Perceived Obstacles to Effective Student Collaboration[J].Cambridge Journal of Education,48(1):1-20.
[16]Ochoa,T.A.,&Robinson,J.M.(2005).Revisiting Group Consensus:Collaborative Learning Dynamics During AProblem-Based Learning Activity In Education[J].Teacher Education&Special Education,28(1):10-20.
[17]Orsmond,P.,Merry,S.,&Callaghan,A.(2004).Implementation of a Formative Assessment Model Incorporating Peer and Self-Assessment[J].Innovations in Education and Teaching International,41(3):273-290.
[18]Popov,V.,Brinkman,D.,&Biemans,H.J.A.et al.(2012).Multicultural Student Group Work in Higher Education:An Explorative Case Study on Challenges as Perceived by Students[J].International Journal of Intercultural Relations,36(2):302-317.
[19]Schriver,K.A.(1990).Evaluating Text Quality:The Continuum From Text-Focused to Reader-Focused Methods[J].IEEE Transactions on Professional Communication,32(4):238-255.
[20]Sivan,A.(2000).The Implementation of Peer Assessment:An action research approach[J].Assessment in Education:Principles,Policy&Practice,7(2):193-213.
[21]Sluijsmans,D.M.,&Strijbos,J.-W.(2010).Flexible Peer Assessment Formats to Acknowledge Individual Contributions During(Web-Based)Collaborative Learning[M]//E.Bernhard.E-collaborative Knowledge Construction:Learning From Computer-Supported and Virtual Environments:139-161.
[2]Chen,Y.C.,&Tsai,C.C.(2009).An Educational Research Course Facilitated by Online Peer Assessment[J].Innovations in Education and Teaching International,46(1):105-117.
[3]Fermelis,J.,Tucker,R.,&Palmer,S.(2007).Online Self and Peer Assessment in Large,Multi-Campus,Multi-Cohort Contexts[C]//Proceedings of ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007.Australasian Society for Computers in Learning in Tertiary Education:271-281.
[4]Fermelis,J.,Tucker,R.,&Palmer,S.(2008).Self and Peer Assessment:Development of an Online Tool for Team Assignments in Business Communication and Architecture[C]//Proceedings of the 2008 Association for Business Communication Annual Convention.Association for Business Communication.
[5]Freeman,M.,&Mckenzie,J.(2000).Self and Peer Assessment of Student Teamwork:Designing,Implementing and Evaluating SPARK,A Confidential,Web Based System[C]//Flexible Learning for a Flexible Society.Toowoomba.
[6]Freeman,M.,&Mckenzie,J.(2002).SPARK,AConfidential Web-Based Template for Self and Peer Assessment of Student Teamwork:Benefits of Evaluating Across Different Subjects[J].British Journal of Educational Technology,33(5):551-569.
[7]Gupta,M.L.(2004).Enhancing Student Performance Through Cooperative Learning in Physical Sciences[J].Assessment&Evaluation in Higher Education,29(1):63-73.
[8]Johnson,D.W.,Johnson,R.T.,&Smith,K.(2007).The State of Cooperative Learning in Postsecondary and Professional Settings[J].Educational Psychology Review,19(1):15-29.
[9]Johnston,L.(2008).Assessing the Reliability of Self-and Peer Rating In Student Group Work[J].Assessment&Evaluation in Higher Education,33(3):329-340.
[10]Johnston,L.,&Miles,L.(2004).Assessing Contributions to Group Assignments[J].Assessment&Evaluation in Higher Education,29(6):751-768.
[11]Kali,Y.,&Ronen,M.(2005).Design Principles for Online Peer-Evaluation:Fostering Objectivity[C]//Th Conference on Computer Support for Collaborative Learning:Learning:the Next 10 Years.International Society of the Learning Sciences.
[12]Kilic,D.(2016).An Examination of Using Self-,Peer-,and Teacher-Assessment in Higher Education:A Case Study in Teacher Education[J].Higher Education Studies,6(1):136-144.
[13]Kreijns,K.,Kirschner,P.A.,&Jochems,W.(2003).Identifying the Pitfalls for Social Interaction in Computer-Supported Collaborative Learning Environments:A Review of the Research[J].Computers in Human Behavior,19(3):335-353.
[14]Lai,C.L.,&Hwang,G.J.(2015).An Interactive Peer-Assessment Criteria Development Approach to Improving Students’Art Design Performance Using Handheld Devices[J].Computers&Education,85:149-159.
[15]Le,H.,Janssen,J.,&Wubbels,T.(2017).Collaborative Learning Practices:Teacher and Student Perceived Obstacles to Effective Student Collaboration[J].Cambridge Journal of Education,48(1):1-20.
[16]Ochoa,T.A.,&Robinson,J.M.(2005).Revisiting Group Consensus:Collaborative Learning Dynamics During AProblem-Based Learning Activity In Education[J].Teacher Education&Special Education,28(1):10-20.
[17]Orsmond,P.,Merry,S.,&Callaghan,A.(2004).Implementation of a Formative Assessment Model Incorporating Peer and Self-Assessment[J].Innovations in Education and Teaching International,41(3):273-290.
[18]Popov,V.,Brinkman,D.,&Biemans,H.J.A.et al.(2012).Multicultural Student Group Work in Higher Education:An Explorative Case Study on Challenges as Perceived by Students[J].International Journal of Intercultural Relations,36(2):302-317.
[19]Schriver,K.A.(1990).Evaluating Text Quality:The Continuum From Text-Focused to Reader-Focused Methods[J].IEEE Transactions on Professional Communication,32(4):238-255.
[20]Sivan,A.(2000).The Implementation of Peer Assessment:An action research approach[J].Assessment in Education:Principles,Policy&Practice,7(2):193-213.
[21]Sluijsmans,D.M.,&Strijbos,J.-W.(2010).Flexible Peer Assessment Formats to Acknowledge Individual Contributions During(Web-Based)Collaborative Learning[M]//E.Bernhard.E-collaborative Knowledge Construction:Learning From Computer-Supported and Virtual Environments:139-161.