Avaliação por pares como ferramenta colaborativa na correção de redações: Um experimento com o ambiente educacional MeuTutor
Abstract
While on-line learning environments provide scalable ways to present content, forums and evaluate student progress automatically, they are still limited in their ability to evaluate complex activities such as essays correction. In this kind of activity, the manually correction by teachers / tutors would quickly become infeasible due to the increased number of students. This paper presents a peer assessment mechanism and applies it in essays correction in MeuTutor educational environment. In the experiment conducted, it was concluded that there were no statistical variations between the grades obtained compared to the experts, the correction time was reduced, and the cost involved decreased 72.4 %.
References
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Welch, B. L. (1938). The significance of the difference between two means when the population variances are unequal. Biometrika, pages 350–362.
Dominguez, C., Cruz, G., Maia, A., Pedrosa, D., and Grams, G. (2012). Online peer assessment: An exploratory case study in a higher education civil engineering course. In Interactive Collaborative Learning (ICL), 2012 15th International Conference on, pages 1–8. IEEE.
Kahiigi Kigozi, E., Vesisenaho, M., Hansson, H., Danielson, M., and Tusubira, F. (2012). Modelling a peer assignment review process for collaborative e-learning. Journal of Interactive Online Learning, 11(2):67–79.
Kawai, G. (2006). Collaborative peer-based language learning in unsupervised asynchronous online environments. In Creating, Connecting and Collaborating through Computing, 2006. C5’06. The Fourth International Conference on, pages 35–41. IEEE.
Malehorn, H. (1994). Ten measures better than grading. The Clearing House, 67(6):323–324.
Orsmond*, P., Merry, S., and Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self-assessment. Innovations in Education and Teaching International, 41(3):273–290.
Pavlus, J. (2010). The game of life. Scientific American, 303(6):43–44.
Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., and Koller, D. (2013). Tuned models of peer assessment in moocs. arXiv preprint arXiv:1307.2579.
Sadler, P. M. and Good, E. (2006). The impact of self-and peer-grading on student learning. Educational assessment, 11(1):1–31.
Shapiro, S. S. and Francia, R. (1972). An approximate analysis of variance test for normality. Journal of the American Statistical Association, 67(337):215–216.
Sterbini, A. and Temperini, M. (2013). Openanswer, a framework to support teacher’s management of open answers through peer assessment. In Frontiers in Education Conference, 2013 IEEE, pages 164–170. IEEE.
Tosic, M. and Nejkovic, V. (2010). Trust-based peer assessment for virtual learning systems. Springer.
Wang, Y. and Vassileva, J. (2003). Trust and reputation model in peer-to-peer networks. In Peer-to-Peer Computing, 2003.(P2P 2003). Proceedings. Third International Conference on, pages 150–157. IEEE.
Welch, B. L. (1938). The significance of the difference between two means when the population variances are unequal. Biometrika, pages 350–362.
Published
2016-07-04
How to Cite
TENÓRIO, Thyago; BITTENCOURT, Ig Ilbert.
Avaliação por pares como ferramenta colaborativa na correção de redações: Um experimento com o ambiente educacional MeuTutor. In: BRAZILIAN SYMPOSIUM ON COLLABORATIVE SYSTEMS (SBSC), 13. , 2016, Belém.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 1549-1563.
ISSN 2326-2842.
DOI: https://doi.org/10.5753/sbsc.2016.9509.
