Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work

In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge.

[1]  Carla Limongelli,et al.  Exploiting wikipedia for discovering prerequisite relationships among learning objects , 2015, 2015 International Conference on Information Technology Based Higher Education and Training (ITHET).

[2]  D. Sluijsmans,et al.  The use of self-, peer and co-assessment in higher education: A review , 1999 .

[3]  Jeffrey S. Kane,et al.  Methods of peer assessment. , 1978 .

[4]  N. Falchikov,et al.  Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks , 2000 .

[5]  Carla Limongelli,et al.  A social network-based teacher model to support course construction , 2015, Comput. Hum. Behav..

[6]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[7]  Carla Limongelli,et al.  Wiki course builder: A system for retrieving and sequencing didactic materials from Wikipedia , 2015, 2015 International Conference on Information Technology Based Higher Education and Training (ITHET).

[8]  Kevin Palmer,et al.  On-line assessment and free-response input – a pedagogic and technical model for squaring the circle , 2003 .

[9]  Annette F. Gourgey Metacognition in basic skills instruction , 1998 .

[10]  Maria De Marsico,et al.  Adding propedeuticy dependencies to the OpenAnswer Bayesian model of peer-assessment , 2014, 2014 Information Technology Based Higher Education and Training (ITHET).

[11]  P. Sadler,et al.  The Impact of Self- and Peer-Grading on Student Learning , 2006 .

[12]  Paul A. Kirschner,et al.  Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research , 2003, Comput. Hum. Behav..

[13]  Heng-Yu Ku,et al.  An investigation of the effects of reciprocal peer tutoring , 2009, Comput. Hum. Behav..

[14]  Marco Temperini,et al.  Analysis of open answers via mediated peer-assessment , 2013, 2013 17th International Conference on System Theory, Control and Computing (ICSTCC).

[15]  J. Metcalfe,et al.  Metacognition : knowing about knowing , 1994 .

[16]  Marco Temperini,et al.  Learning from Peers: Motivating Students through Reputation Systems , 2008, 2008 International Symposium on Applications and the Internet.

[17]  Marco Temperini,et al.  OpenAnswer, a framework to support teacher's management of open answers through peer assessment , 2013, 2013 IEEE Frontiers in Education Conference (FIE).

[18]  Carla Limongelli,et al.  A Content-Based Approach for Supporting Teachers in Discovering Dependency Relationships Between Instructional Units in Distance Learning Environments , 2015, HCI.

[19]  Marco Temperini,et al.  Correcting open-answer questionnaires through a Bayesian-network model of peer-based assessment , 2012, 2012 International Conference on Information Technology Based Higher Education and Training (ITHET).

[20]  Hugh Somervell,et al.  Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment , 1993 .

[21]  Benjamin S. Bloom,et al.  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives , 2000 .