Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Design and development of an online formative peer assessment environment with instructional scaffolds
Date
2022-08-01
Author
Alemdağ, Ecenaz
Yıldırım, Zahide
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
214
views
0
downloads
Cite This
Although formative peer assessment (FPA) has become a prevailing learning activity in different educational settings, there are not enough suggestions on how to structure it with instructional supports in online environments to optimize its benefits. Therefore, this study aims to propose design guidelines for the development of an effective online FPA environment with instructional scaffolds in the context of writing activities at high schools. To this end, an online FPA environment was designed on the basis of an assessment model for regulated learning and teachers' and students' experiences. It was evaluated and refined three times. The formative evaluation findings suggested designing an online FPA environment with preparatory activities, information resources, goal setting and planning, anonymity, criteria form, sustainable and supportive dialog, motivational elements, and an easy-to-use interface. As a result, 11 design guidelines were produced. Overall, this research provides a better understanding of the essential design elements of online FPA environments.
Subject Keywords
Formative assessment
,
Peer assessment
,
Peer feedback
,
Instructional scaffolding
,
Online assessment design
,
HIGHER-EDUCATION
,
PSYCHOMETRIC EVALUATION
,
SELF-ASSESSMENT
,
FEEDBACK
,
IMPACT
,
SKILLS
,
AWARENESS
,
ANONYMITY
,
DIALOGUE
,
EFFICACY
URI
https://hdl.handle.net/11511/100157
Journal
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
DOI
https://doi.org/10.1007/s11423-022-10115-x
Collections
Department of Computer Education and Instructional Technology, Article
Suggestions
OpenMETU
Core
Design of a problem-based online learning environment and evaluation of its effectiveness
Gündüz, Abdullah Yasin; Alemdağ, Ecenaz; Yaşar, Sevil; Erdem, Mukaddes (2017-07-01)
Problem-based learning approach present several advantages such as improving students’ engagement in learning and fostering their higher-order thinking skills. Although there is a plethora of research regarding implementation of problem-based learning in classrooms, its design and application process for web-based environments need further investigation because of independent nature of online settings. This study developed a problem-based online learning environment based on constructivist learning design m...
Using an online portfolio course in assessing students work
Yılmaz, Harun; Çetinkaya, Bülent (2007-01-01)
New developments and advancements in informational technology bring about several alternative avenues for educators to select in supporting and evaluating their students’ learning. Online portfolio is a fairly new technique in this regard. As the online education grows, use of online portfolio becomes more vital for educational programs. At Virginia Tech, in the program of Instructional Technology Master's of Art Degree (ITMA), an online portfolio evaluation course is designed with the goals of reviewing an...
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language
Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01)
This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers
Karakuş Yılmaz, Türkan; Çağıltay, Kürşat (2016)
Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach....
Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers
Alemdağ, Ecenaz (2022-09-01)
This research aimed to develop two scales measuring pre-service teachers' task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value f...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Alemdağ and Z. Yıldırım, “Design and development of an online formative peer assessment environment with instructional scaffolds,”
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
, vol. 70, no. 4, pp. 1359–1389, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/100157.