Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Sitthiworachart, Jirarat; Joy, Mike (2004)
Languages: English
Types: Unknown
Subjects: LB2300, QA76

Classified by OpenAIRE into

Peer assessment is a technique that has been successfully employed in a variety of academic disciplines, and it is considered effective in developing students’ higher cognitive skills. In this paper, we evaluate students’ marking using web-based peer assessment, a novel technology we have introduced to deliver peer assessment in the context of an undergraduate computer programming course. The preliminary results indicate that a web-based peer assessment system can successfully help students to develop their higher cognitive skills in learning computer programming.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Bhalerao, A., & Ward, A. (2001). Towards electronically assisted peer assessment: a case study, Association for Learning Technology journal (ALT-J), 9(1), 26-37.
    • Biggs, J. (2001) Asessing for Quality in Learning In: Assessment to Promote Deep learning. American Association for Higher Education (AAHE), Washington, DC, 70-73.
    • Bloom, B.S. (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. Longmans, New York.
    • Brown, G., Bull, J., and Pendlebury, M. (1997), Assessing student learning in higher education, Routledge, London, 170-184.
    • Dochy, F., McDowell, L. (1997), Assessments as a tool for learning, Studies in Educational Evaluation, 23(4), 279-298.
    • Falchikov, N. (2001), Learning Together: Peer tutoring in higher education, Routledge Falmer, London.
    • Fallows, S., & Chandramohan, B. (2001). Multiple Approaches to Assessment: reflections on use of tutor, peer and self-assessment. Teaching in Higher Education, 6(2), 229-246.
    • Luck, M., & Joy, M. (1999). A Secure On-line Submission System. Software - Practice and Experience, 29(8), 721-740.
    • McGourty, J., Dominick, P., & Reilly, R. (1998). Incorporating Student Peer Review and Feedback into the Assessment Process, (pp. 14-18). Proceedings of the 1998 FIE Conference.
    • Miller, P. (2003). The Effect of Scoring Criteria Specificity on Peer and Self-assessment. Assessment & Evaluation in Higher Education, 28(4), 383-394.
    • Orsmond, P., Merry, S., & Reiling, K. (2002). The use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.
    • Seger, M., & Dochy, F. (2001). New Assessment Forms in Problem-based Learning: the value-added of the students' perspective. Studies in Higher Education, 26(3), 327-343.
    • Sitthiworachart, J., & Joy, M. (2003). Web-based Peer Assessment in Learning Computer Programming. Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies: ICALT03, Athens, Greece.
    • Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a Learning Environment by Using Self-Peer-and CoAssessment. Learning Environments Research, 1, 293-319.
    • Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development. Innovations in Education and Teaching International: IETI, 39(1), 71- 87.
    • Somervell, H. (1993), Issues in assessment, enterprise and higher education: the case for self-, peer and collaborative assessment, Assessment and Evaluation in Higher Education, 18, 221-233.
    • Topping, K., Smith, E., Swanson, I., & Elliot, A. (2000). Formative Peer Assessment of Academic Writing Between Postgraduate Students. Assessment & Evaluation in Higher Education, 25(2), 149-169.
    • Wen, M., Tsai, C., & Chang, C. (2003). Attitudes toward Peer Assessment: Perspectives from College Students and Inservice Teachers. In Y. Chee, N. Law, K. Lee & D. Suthers (Eds.), The “Second Wave” of ICT in Education: from Facilitating Teaching and Learning to Engendering Education Reform, (pp. 181-184). Proceedings of the International Conference on Computers in Education 2003: ICCE2003, Hong Kong.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article