Arcabouço de Formação de Pares para Online Peer Assessment
Resumo
Online Peer Assessment (OPA) é alvo de estudos recentes quanto a sua validade dentro do processo de ensino e de aprendizagem. Controvérsias são encontradas na literatura, com o relato de estudantes quanto a sentirem desconforto durante as avaliações. Esta pesquisa propôs o desenvolvimento de um arcabouço para a formação de pares heterogêneos para a OPA com base em características e atributos. Um experimento foi realizado para compreender o impacto deste tipo de formação de pares para uma melhor aceitação dos estudantes durante as avaliações. Foi detectado maior conforto durante a avaliação pelos estudantes e também um indício da contribuição da OPA para o estudante focada na produção, e não no feedback, da avaliação.
Palavras-chave:
Formação de Pares, Online Peer Assessment, Aprendizagem Colaborativa
Referências
Acharya, A e Sinha, D. A (2018) “Mixed” Strategy for Collaborative Group Formation and Its Learning Outcomes. Journal of Educational Technology Systems, v. 46, n. 4, p. 440-462.
Alves, J., Silva, W., Brito, J. O., e Oliveira, E. (2018) Avaliação em Pares e Autoavaliação: Um Modelo Estatístico Para Perfilação de Alunos. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), p. 1653-1662.
Balmaceda, J. M., Schiaffino, S. N. e Pace, J. A. D. (2014) Using constraint satisfaction to aid group formation in CSCL. Inteligencia Artificial, Revista Iberoamericana de Inteligencia Artificial, v. 17, n. 53, p. 35-45.
Bouzidi, L. e Jaillet, A. (2009) Can online peer assessment be trusted?. Journal of Educational Technology & Society, v. 12, n. 4, p. 257.
Cassidy, S. (2007) Assessing ‘inexperienced’students' ability to self-assess: Exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education, v. 32, n. 3, p. 313-330.
Chen, C. (2010) The implementation and evaluation of a mobile self-and peer-assessment system. Computers & Education, v. 55, n. 1, p. 229-236.
Chew, E, Snee, H. e Price, T. (2016) Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation. Innovations in Education and Teaching International, v. 53, n. 3, p. 247-259.
Coutinho, C. (2011) Metodologias de investigação em ciências humanas. Coimbra: Almedina.
Couto, G., Bartholomeu, D. e Montiel, J. M. (2016) Estrutura interna do Myers Briggs Type Indicator (MBTI): evidência de validade. Avaliação Psicológica, v. 15, n. 1, p. 41-48.
Demir, M. (2018) Using online peer assessment in an Instructional Technology and Material Design course through social media. Higher Education, v. 75, n. 3, p. 399-414.
Dillenbourg, P. (1999) What do you mean by collaborative learning? Elsevier.
Fernandes, D. (2005) Avaliação alternativa: perspectivas teóricas e práticas de apoio. Livro do 3. º Congresso Internacional Sobre Avaliação na Educação. Futuro Eventos, p. 79-92.
Garcia, J. (2009) Avaliação e aprendizagem na educação superior. Estudos em Avaliação Educacional, v. 20, n. 43, p. 201-213.
Gokhale, A. A. (2012) Collaborative learning and critical thinking. Encyclopedia of the sciences of learning, p. 634-636.
Ho, T. F., Shyu, S. J., Wang, F. H., e Li, C. T. J. (2009) Composing high-heterogeneous and high-interaction groups in collaborative learning with particle swarm optimization. Computer Science and Information Engineering, 2009 WRI World Congress. IEEE, p. 607-611.
Kardan, A. A. e Sadeghi, H. (2016) An efficacious dynamic mathematical modelling approach for creation of best collaborative groups. Mathematical and Computer Modelling of Dynamical Systems, v. 22, n. 1, p. 39-53.
Kaufman, J. H. e Schunn, C. D. (2011) Students’ perceptions about peer assessment for writing: their origin and impact on revision work. Instructional Science, v. 39, n. 3, p. 387-406.
Khandaker, N. e Soh, L. (2010) Improving group selection and assessment in an asynchronous collaborative writing application. International Journal of Artificial Intelligence in Education, v. 20, n. 3, p. 231-268.
Lai, C. (2016) Training nursing students' communication skills with online video peer assessment. Computers & Education, v. 97, p. 21-30.
Li, L., Liu, X. e Zhou, Y. (2012). Give and take: A re-analysis of assessor and assessee's roles in technology-facilitated peer assessment. British Journal of Educational Technology, 43(3), 376-384.
Ma, A. W. W. (2009) A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues in Informing Science & Information Technology, v. 6.
Maina, E. M., Oboko, R. O. e Waiganjo, P. W. (2017) Using Machine Learning Techniques to Support Group Formation in an Online Collaborative Learning Environment. International Journal of Intelligent Systems & Applications, v. 9, n. 3.
Miao, Y. e Koper, R. (2007) An efficient and flexible technical approach to develop and deliver online peer assessment. 8th international conference on Computer supported collaborative learning. International Society of the Learning Sciences, p. 506-515.
Pereira, A., Oliveira, I. e Tinoca, L. (2010) A cultura de avaliação: que dimensões?. I Encontro Internacional TIC e Educação.
Reis, R. C. D., Isotani, S., Rodriguez, C. L., Lyra, K. T., Jaques, P. A. e Bittencourt, I. I. (2018). Affective states in computer-supported collaborative learning: Studying the past to drive the future. Computers & Education, 120, 29-50.
Sáiz, M. S. I., Gomez, G. R. e Ruiz, M. A. G. (2012) Benefits of peer assessment and strategies for its practice at university. Revista de Educación, n. 359, p. 206-231.
Sitthiworachart, J. e Joy, M. (2008) Computer support of effective peer assessment in an undergraduate programming class. Journal of computer assisted learning, v. 24, n. 3, p. 217-231.
Smith, J. V. e Spindle, R. M. (2007) The impact of group formation in a cooperative learning environment. Journal of Accounting Education, v. 25, n. 4, p. 153-167.
Stahl, G., Koschmann, T. D. e Suthers, D. D. (2006) Computer-supported collaborative learning, p. 409-426.
To, J. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education, v. 21, n. 4, p. 447-467.
Topping, K. J. (2009) Peer assessment. Theory into practice, v. 48, n. 1, p. 20-27.
Van der Pol, J., Van den Berg, B. A. M., Admiraal, W. F., e Simons, P. R. J. (2008) The nature, reception, and use of online peer feedback in higher education. Computers & Education, v. 51, n. 4, p. 1804-1817.
Wagstaff, K., Cardie, C., Rogers, S., e Schrödl, S. (2001) Constrained k-means clustering with background knowledge. ICML, p. 577-584.
Webber, C. G. e Lima, M. F. W. P. (2012) Evaluating automatic group formation mechanisms to promote collaborative learning–a case study. International Journal of Learning Technology, v. 7, n. 3, p. 261-276.
Wen, M. L. e Tsai, C. (2008) Online peer assessment in an inservice science and mathematics teacher education course. Teaching in Higher Education, v. 13, n. 1, p. 55-67.
Xiao, Y. e Lucking, R. (2008) The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment. The Internet and Higher Education, v. 11, n. 3-4, p. 186-193.
Yang, Y. e Tsai, C. (2010) Conceptions of and approaches to learning through online peer assessment. Learning and Instruction, v. 20, n. 1, p. 72-83.
Alves, J., Silva, W., Brito, J. O., e Oliveira, E. (2018) Avaliação em Pares e Autoavaliação: Um Modelo Estatístico Para Perfilação de Alunos. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), p. 1653-1662.
Balmaceda, J. M., Schiaffino, S. N. e Pace, J. A. D. (2014) Using constraint satisfaction to aid group formation in CSCL. Inteligencia Artificial, Revista Iberoamericana de Inteligencia Artificial, v. 17, n. 53, p. 35-45.
Bouzidi, L. e Jaillet, A. (2009) Can online peer assessment be trusted?. Journal of Educational Technology & Society, v. 12, n. 4, p. 257.
Cassidy, S. (2007) Assessing ‘inexperienced’students' ability to self-assess: Exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education, v. 32, n. 3, p. 313-330.
Chen, C. (2010) The implementation and evaluation of a mobile self-and peer-assessment system. Computers & Education, v. 55, n. 1, p. 229-236.
Chew, E, Snee, H. e Price, T. (2016) Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation. Innovations in Education and Teaching International, v. 53, n. 3, p. 247-259.
Coutinho, C. (2011) Metodologias de investigação em ciências humanas. Coimbra: Almedina.
Couto, G., Bartholomeu, D. e Montiel, J. M. (2016) Estrutura interna do Myers Briggs Type Indicator (MBTI): evidência de validade. Avaliação Psicológica, v. 15, n. 1, p. 41-48.
Demir, M. (2018) Using online peer assessment in an Instructional Technology and Material Design course through social media. Higher Education, v. 75, n. 3, p. 399-414.
Dillenbourg, P. (1999) What do you mean by collaborative learning? Elsevier.
Fernandes, D. (2005) Avaliação alternativa: perspectivas teóricas e práticas de apoio. Livro do 3. º Congresso Internacional Sobre Avaliação na Educação. Futuro Eventos, p. 79-92.
Garcia, J. (2009) Avaliação e aprendizagem na educação superior. Estudos em Avaliação Educacional, v. 20, n. 43, p. 201-213.
Gokhale, A. A. (2012) Collaborative learning and critical thinking. Encyclopedia of the sciences of learning, p. 634-636.
Ho, T. F., Shyu, S. J., Wang, F. H., e Li, C. T. J. (2009) Composing high-heterogeneous and high-interaction groups in collaborative learning with particle swarm optimization. Computer Science and Information Engineering, 2009 WRI World Congress. IEEE, p. 607-611.
Kardan, A. A. e Sadeghi, H. (2016) An efficacious dynamic mathematical modelling approach for creation of best collaborative groups. Mathematical and Computer Modelling of Dynamical Systems, v. 22, n. 1, p. 39-53.
Kaufman, J. H. e Schunn, C. D. (2011) Students’ perceptions about peer assessment for writing: their origin and impact on revision work. Instructional Science, v. 39, n. 3, p. 387-406.
Khandaker, N. e Soh, L. (2010) Improving group selection and assessment in an asynchronous collaborative writing application. International Journal of Artificial Intelligence in Education, v. 20, n. 3, p. 231-268.
Lai, C. (2016) Training nursing students' communication skills with online video peer assessment. Computers & Education, v. 97, p. 21-30.
Li, L., Liu, X. e Zhou, Y. (2012). Give and take: A re-analysis of assessor and assessee's roles in technology-facilitated peer assessment. British Journal of Educational Technology, 43(3), 376-384.
Ma, A. W. W. (2009) A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues in Informing Science & Information Technology, v. 6.
Maina, E. M., Oboko, R. O. e Waiganjo, P. W. (2017) Using Machine Learning Techniques to Support Group Formation in an Online Collaborative Learning Environment. International Journal of Intelligent Systems & Applications, v. 9, n. 3.
Miao, Y. e Koper, R. (2007) An efficient and flexible technical approach to develop and deliver online peer assessment. 8th international conference on Computer supported collaborative learning. International Society of the Learning Sciences, p. 506-515.
Pereira, A., Oliveira, I. e Tinoca, L. (2010) A cultura de avaliação: que dimensões?. I Encontro Internacional TIC e Educação.
Reis, R. C. D., Isotani, S., Rodriguez, C. L., Lyra, K. T., Jaques, P. A. e Bittencourt, I. I. (2018). Affective states in computer-supported collaborative learning: Studying the past to drive the future. Computers & Education, 120, 29-50.
Sáiz, M. S. I., Gomez, G. R. e Ruiz, M. A. G. (2012) Benefits of peer assessment and strategies for its practice at university. Revista de Educación, n. 359, p. 206-231.
Sitthiworachart, J. e Joy, M. (2008) Computer support of effective peer assessment in an undergraduate programming class. Journal of computer assisted learning, v. 24, n. 3, p. 217-231.
Smith, J. V. e Spindle, R. M. (2007) The impact of group formation in a cooperative learning environment. Journal of Accounting Education, v. 25, n. 4, p. 153-167.
Stahl, G., Koschmann, T. D. e Suthers, D. D. (2006) Computer-supported collaborative learning, p. 409-426.
To, J. (2016) ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education, v. 21, n. 4, p. 447-467.
Topping, K. J. (2009) Peer assessment. Theory into practice, v. 48, n. 1, p. 20-27.
Van der Pol, J., Van den Berg, B. A. M., Admiraal, W. F., e Simons, P. R. J. (2008) The nature, reception, and use of online peer feedback in higher education. Computers & Education, v. 51, n. 4, p. 1804-1817.
Wagstaff, K., Cardie, C., Rogers, S., e Schrödl, S. (2001) Constrained k-means clustering with background knowledge. ICML, p. 577-584.
Webber, C. G. e Lima, M. F. W. P. (2012) Evaluating automatic group formation mechanisms to promote collaborative learning–a case study. International Journal of Learning Technology, v. 7, n. 3, p. 261-276.
Wen, M. L. e Tsai, C. (2008) Online peer assessment in an inservice science and mathematics teacher education course. Teaching in Higher Education, v. 13, n. 1, p. 55-67.
Xiao, Y. e Lucking, R. (2008) The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment. The Internet and Higher Education, v. 11, n. 3-4, p. 186-193.
Yang, Y. e Tsai, C. (2010) Conceptions of and approaches to learning through online peer assessment. Learning and Instruction, v. 20, n. 1, p. 72-83.
Publicado
11/11/2019
Como Citar
OLIVEIRA, Leonam C.; OLIVEIRA, Wellton C.; ROSA, Selma S.; PIMENTEL, Andrey R..
Arcabouço de Formação de Pares para Online Peer Assessment. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1945-1954.
DOI: https://doi.org/10.5753/cbie.sbie.2019.1945.
