Abstract

The purpose of this study was to determine the effectiveness of peer evaluation in a performance-based, Web-enhanced undergraduate instructional technology course. The results of a survey administered at the end of three semesters indicated that learners believe the peer evaluation process helped them improve the quality of their own work, both as a result of being a peer evaluator themselves and from the quality of the feedback received from their classmate-evaluators. Higher quality final projects with fewer mistakes corroborated the students’ assessment. These findings provide valuable information for instructors who are currently utilizing or considering the implementation of a peer evaluation process as a part of their instructional strategy. The results of this study indicate that including peer evaluation in the final project enhanced student performance. Significant technology integration was used to facilitate the projects.

Department(s)

Reading, Foundations, and Technology

Document Type

Article

DOI

https://doi.org/10.18785/jetde.0301.06

Rights Information

© 2010 The Aquila Digital Community

Keywords

peer evaluation, peer assessment, instructional strategies, collaboration, team-based learning

Publication Date

2010

Journal Title

Journal of Educational Technology Development & Exchange

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