Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Guan-Yu Lin

doi:10.12973/eurasia.2016.1280a

Full Text (PDF)

Guan-Yu Lin ¹ ^*

More Detail

¹ National Chung Cheng University^* Corresponding Author

Abstract

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees’ micro-teaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees’ micro-teaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group’s perceived learning about teaching competency was lower than the control group’s after completing the first-round peer assessment, but significantly increased over time. Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook’s open and non-anonymous features.

Keywords

online peer assessment
video
attitude toward peer assessment
perceived learning
Facebook

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 9, 2295-2307

https://doi.org/10.12973/eurasia.2016.1280a

Publication date: 29 Jun 2016

Article Views: 2535

Article Downloads: 1511

Open Access References How to cite this article

References

Al-Barakat, A., & Al-Hassan, O. (2009). Peer assessment as a learning tool for enhancing student teachers' preparation. Asia-Pacific Journal of Teacher Education, 37(4), 399- 413.
Brophy, J. (2004). Introduction. In J. Brophy (Ed.), Using video in teacher education (pp. ix - xxiv). New York, NY: Elsevier.
Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11, 323–346.
Celik, I., Yurt, E., & Sahin, I. (2015). A model for understanding educational Facebook use. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 899-907.
Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22, 233-239.
Davies, P. (2000). Computerized peer assessment. Innovations in Education and Training International, 37(4), 346–355.
Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A metaanalysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Los Angeles: Sage.
Freese, A. R. (1999). The role of reflection on preservice teachers’ development in the context of a professional development school. Teaching and Teacher Education, 15(8), 895-909.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice-Hall International.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49.
Haverback, H. R. (2009). Facebook: Uncharted territory in a reading education classroom. Reading Today, 27(2), 34-34.
Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759-770.
Joly, K. (2007). Facebook, MySpace, and Co.: IHEs ponder whether or not to embrace social networking websites. University Business, 10(4), 71-72.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13(4), 179-187.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford.
KOC, C. (2011). The views of prospective class teachers about peer assessment in teaching practice. Educational Sciences: Theory & Practice, 11(4), 1979-1989.
Liang, J., & Tsai, C. C. (2010). Learning through science writing via online peer assessment in college biology course. Internet and Higher Education, 13(4), 242-247.
Lin, S. S. J., Liu, E. Z. F., & Yuan, S. M. (2001a). Web based peer assessment: Attitude and achievement? IEEE Transactions on Education, 44(2), 13-13.
Lin, S. S. J., Liu, E. Z. F., & Yuan, S. M. (2001b). Web-based peer assessment: Feedback for students with various thinking-styles. Journal of Computer Assisted Learning, 17(4), 420-432.
Napoles, J. (2008). Relationships among instructor, peer, and self-evaluations of undergraduate music education majors' micro-teaching experiences. Journal of Research in Music Education, 56(1), 82-91.
New Media Consortium and EDUCAUSE Learning Initiative. (2008). The horizon report: 2008 edition. Retrieved from http://www.nmc.org/pdf/2008-Horizon-Report.pdf
Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J. (2005). Formative peer assessment in a CSCL environment: A case study. Assessment and Evaluation in Higher Education, 30(4), 417-444.
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134-140.
Rovai, A. P., & Barnum, K. T. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18(1), 57-73.
Sluijsmans, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. (2004). Training teachers in peer assessment skills: Effects on performance and perceptions. Innovations in Education and Teaching International, 41(1), 59–78.
Sluijsmans, D. M. A., Moerkerke, G., van Merriënboer, J. J. G., & Dochy, F. J. R. C. (2001). Peer assessment in problem based learning. Studies in Educational Evaluation, 27(2), 153- 173.
So., W. W., Pow, J. W., & Hung, V. H. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53(3), 775-786.
Socialbakers (2015). Facebook statistics directory. Retrieved from http://www.socialbakers.com/statistics/facebook/
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.
Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20-27.
Tsai, C. I. (2011). The effects of using web-based peer assessment in microteaching (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Tsai, C. C., Lin, S. S. J., & Yuan, S. M. (2002). Developing science activities through a networked peer assessment system. Computers & Education, 38, 241-252.
Tseng, S. C. (2004). The instruction of high school computer science assisted by a networked peer assessment system: An analysis of the effects and peer feedback (Unpublished master’s thesis). National Chiao Tung University, Hsinchu, Taiwan.
Wen, M. L., Tsai, C. C., & Chang, C. Y. (2006). Attitudes towards peer assessment: A comparison of the perspectives of pre-service and in-service teachers. Innovations in Education and Teaching International, 43(2), 83-92.
Wen, M. L., & Tsai, C. C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education, 51(1), 27-44.
Wen, M. L., & Tsai, C. C. (2008). Online peer assessment in an in-service science and mathematics teacher education course. Teaching in Higher Education, 13(1), 55-67.
Wu, C. C., & Kao, H. C. (2008). Streaming videos in peer assessment to support training preservice teachers. Educational Technology & Society, 11(1), 45-55.
Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment. Internet and Higher Education, 11(3-4), 186−193.
Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462.

How to cite this article

APA

Lin, G.-Y. (2016). Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Vancouver

Lin GY. Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. EURASIA J Math Sci Tech Ed. 2016;12(9):2295-307. https://doi.org/10.12973/eurasia.2016.1280a

AMA

Lin GY. Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. EURASIA J Math Sci Tech Ed. 2016;12(9), 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Chicago

Lin, Guan-Yu. "Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

Harvard

Lin, G.-Y. (2016). Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a

MLA

Lin, Guan-Yu "Effects that Facebook-based Online Peer Assessment with Micro-teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2295-2307. https://doi.org/10.12973/eurasia.2016.1280a