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The Design, Implementation, and Evaluation of a Two-Layer Peer Assessment Scheme in an Undergraduate Course Wiki: Findings from a Case Study

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Research on e-Learning and ICT in Education

Abstract

The present study examines the use of Wikis for peer assessment purposes in HE. It describes the design, implementation, and evaluation of a two-layer peer assessment scheme which was based on a common social networking practice: voting up. Ninety-one undergraduate students participated in the study in which a semester-long Wiki was integrated. As part of the peer review and assessment assignments, the students were asked to vote up (i.e., identify) the most valuable Wiki contributions in terms of content. The study focused on the convergence between instructor and student rankings, the criteria the students employed for voting up Wiki content, and their implications for learning. The findings indicate a convergence between instructor and peer assessment in the case of high-profile Wiki contributions. The results also showed a considerable variability in terms of criteria the students employed to justify their selections: Some of the criteria used were not relevant. The implications of the findings for peer assessment in Wiki settings are discussed.

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Author information

Authors and Affiliations

  1. Department of Preschool Education, University of Thessaly, 38221, Volos, Greece

    Ilias Karasavvidis

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  1. Ilias Karasavvidis
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Correspondence to Ilias Karasavvidis .

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Editors and Affiliations

  1. University of Crete, Crete, Greece

    Panagiotes Anastasiades

  2. University of Crete, Crete, Greece

    Nicholas Zaranis

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Karasavvidis, I. (2017). The Design, Implementation, and Evaluation of a Two-Layer Peer Assessment Scheme in an Undergraduate Course Wiki: Findings from a Case Study. In: Anastasiades, P., Zaranis, N. (eds) Research on e-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-34127-9_10

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  • DOI: https://doi.org/10.1007/978-3-319-34127-9_10

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-34125-5

  • Online ISBN: 978-3-319-34127-9

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