In Wu, Gennari, Huang, Xie and Cao Y. (eds) Emerging Technologies for Education, Lecture Notes in Computer Science, vol 10108, pp. 635-644, 2017, 2017.
@article{M.2017b,
title = {Exploring the Role of Online Peer-Assessment as a Tool of Early Intervention},
author = {Mogessie A. M., Ronchetti M., Riccardi G.},
url = {https://sisl.disi.unitn.it/wp-content/uploads/2017/10/PRASE16-PeerAssessmentEarlyIntervention.pdf},
year = {2017},
date = {2017-01-01},
journal = {In Wu, Gennari, Huang, Xie and Cao Y. (eds) Emerging Technologies for Education, Lecture Notes in Computer Science, vol 10108, pp. 635-644, 2017},
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 studentgenerated data, which will readily be available in electronic format. Data from three undergraduate-level courses, which utilised an electronic peerassessment 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 peerassessment are discussed and foreseen extensions of this work are outlined.},
keywords = {Interactive Systems}
}
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 studentgenerated data, which will readily be available in electronic format. Data from three undergraduate-level courses, which utilised an electronic peerassessment 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 peerassessment are discussed and foreseen extensions of this work are outlined.
