Conference paper Open Access

What do educational data, generated by an online platform, tell us about reciprocal web-based peer assessment?

Tsivitanidou Olia; Ioannou Andri


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    <subfield code="a">This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.</subfield>
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    <subfield code="u">Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and  Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</subfield>
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    <subfield code="a">&lt;p&gt;Peer Assessment (PA) is a promising evaluation strategy in the educa-tional context, not only due to its effectiveness to reduce instructor&amp;#39;s evaluation loading, but mainly due to its benefit towards student development e.g., team-work, in-depth thinking. In this exploratory study we sought to explore how do educational data, as generated by an online platform (i.e., Peergrade) and dis-played in teacher&amp;rsquo;s and students&amp;rsquo; Learning Analytics Dashboard (LAD), can po-tentially inform us of the PA process and the peer interactions, as they take place. Participants in the study were 21 undergraduate teacher-students who attended a science course (electrical circuits topic) following the inquiry-based approach. Students were asked to reciprocally and individually assess the responses of a peer in a given task. The findings of this study have implications towards the establishment of new theoretical frameworks and developments for bridging ed-ucational theory, design process and data science, in the field of assessment.&lt;/p&gt;</subfield>
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