Abstract
Peer-assessment in education has a long history. Although the adoption of technological tools is not a recent phenomenon, many peer-assessment studies are conducted in manual environments. Automating peer-assessment tasks improves the efficiency of the practice and provides opportunities for taking advantage of large amounts of student-generated data, which will readily be available in electronic format. Data from three undergraduate-level courses, which utilised an electronic peer-assessment tool were explored in this study in order to investigate the relationship between participation in online peer-assessment tasks and successful course completion. It was found that students with little or no participation in optional peer-assessment activities had very low course completion rates as opposed to those with high participation. In light of this finding, it is argued that electronic peer-assessment can serve as a tool of early intervention. Further advantages of automated peer-assessment are discussed and foreseen extensions of this work are outlined.
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Ashenafi, M.M., Ronchetti, M., Riccardi, G. (2017). Exploring the Role of Online Peer-Assessment as a Tool of Early Intervention. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_67
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