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The Effects of Using Web-based Peer Assessment in Microteaching
web-based peer assessment
The purpose of this study was to design a structured microteaching module on Moodle to examine the effects of validity and results of peer assessment, teaching performance and comment quality by using different web-based peer assessment methods in microteaching activities. Furthermore, questionnaires were used to understand the effects of its implementation which also can do as references for future improvements. A posttest-only control group experimental design was used in this study. The subjects were 29 fourth grade undergraduates in Taipei City. They were randomly assigned to experimental group "collaborative assessment group (CAG)" and control group "individual assessment group (IAG)". All of participants were asked to upload their trial and formal teaching videos to Moodle, and then scored peers’ performance and comment according their group. After the experiment, descriptive statistics, Pearson's product-moment correlation, t-test, and chi-square test were used to analyze the datum. Results of this study were concluded as following: 1.Both groups’ rating results had validity. 2.In formal teaching period, CAG get significantly higher scores than IAG, but the supervisors' rating results released that there was no significant difference. 3.CAG had better comment quality than IAG, while both groups focused on presentation factor. 4.Most of participants recognized the function of this system and agreed it’s helpful to improving teaching. They were also willing to recommend it to juniors.
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