Abstract
A variety of technology enhanced teaching strategies and learning activities have been applied in education, including assessment mechanisms. In this paper, we aim to examine the extent to which peer assessment promotes deep learning and favours the incremental learning of the concepts presented throughout a traditional introductory programming course. In particular, we want to examine how the enactment of the peer-assessor and peer-assessee roles is associated with students’ learning improvements, after enacting reciprocal peer assessment. We illustrate a case study based on a novel web-based peer assessment tool to improve engagement and learning outcomes in a programming course. We want to assess whether programming skills are growing through peer review and whether exposure to different programming techniques is helpful to students. One of the most remarkable findings of our experience was that students reported that assessing others’ work was an extremely valuable learning activity.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Carbonaro, A.: Good practices to influence engagement and learning outcomes on a traditional introductory programming course. Interact. Learn. Environ. (2018)
Carbonaro, A.: Collaborative and semantic information retrieval for technology-enhanced learning. In: Social Information Retrieval for Technology-Enhanced Learning, p. 535 (2009)
Carbonaro, A., Ravaioli, M.: Peer assessment to promote deep learning and to reduce a gender gap in the traditional introductory programming course. J. E-Learn. Knowl. Soc. 13(3) (2017)
Ala-Mutka, K.M.: A survey of automated assessment approaches for programming assignments. Comput. Sci. Educ. 15(2), 83–102 (2005)
Surendra, G., Dubey, S.K.: Automatic assessment of programming assignment. Comput. Sci. Eng. 2(1), 67 (2012)
Ihantola, P., et al.: Review of recent systems for automatic assessment of programming assignments. In: Proceedings of the 10th Koli Calling International Conference on Computing Education Research. ACM, (2010)
Kulkarni, C., et al.: Peer and self assessment in massive online classes. In: Design thinking research, pp. 131-168. Springer International Publishing (2015)
Chinn, Donald: Peer assessment in the algorithms course. ACM SIGCSE Bulletin 37(3), 69–73 (2005)
Wang, Y., et al.: A multi-peer assessment platform for programming language learning: considering group non-consensus and personal radicalness. Interact. Learn. Environ. 1–20 (2015)
Carbonaro, A., Ferrini, R.: Personalized information retrieval in a semantic-based learning environment. In: Social Information Retrieval Systems: Emerging Technologies and Applications for Searching the Web Effectively, pp. 270–288
Sitthiworachart, J., Joy, M.: Deepening computer programming skills by using web-based peer assessment. In: Proceedings of the 4th Annual Conference of the LTSN Centre for Information and Computer Sciences. LTSN Centre for Information and Computer Sciences (2003)
Andronico, A., Carbonaro, A., Colazzo, L., Molinari, A., Ronchetti, M., Trifonova, A.: Designing models and services for learning management systems in mobile settings. Mobile and Ubiquitous Information Access, pp. 90–106. Springer, Berlin Heidelberg (2004)
Carbonaro, A., Ferrini, R.: Ontology-based video annotation in multimedia entertainment. In: Consumer Communications and Networking Conference, pp. 1087–1091 (2007)
Riccucci, S., Carbonaro, A., Casadei, G.: Knowledge acquisition in intelligent tutoring system: a data mining approach. In: Mexican International Conference on Artificial Intelligence, pp. 1195–1205. Springer
Carbonaro, A.: WordNet-based summarization to enhance learning interaction tutoring. J. E-Learn. Knowl. Soc. 6(2), 67–74 (2010)
Carbonaro, A.: Interlinking e-learning resources and the web of data for improving student experience. J. E-Learn. Knowl. Soc. 8(2), 33–44 (2012)
Reda R., Piccinini, F., Carbonaro, A.: Towards consistent data representation in the IoT healthcare landscape. In: Proceedings of the 2018 International Conference on Digital Health, pp. 5–10. ACM (2018)
Carbonaro, A.: Improving web search and navigation using summarization process. Commun. Comput. Inf. Sci. 111 CCIS (PART 1), 131–138 (2010)
Kuh, D.G., Cruce, T.M., Shoup, R., Kinzie, J., Gonyea, R.M.: Unmasking the effects of student engagement on first-year college grades and persistence. J. High. Educ. 79(5) (2008)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Carbonaro, A., Reda, R. (2019). Improve Student Participation in Peer Assessment to Influence Learning Outcomes: A Case Study. In: Visvizi, A., Lytras, M. (eds) Research & Innovation Forum 2019. RIIFORUM 2019. Springer Proceedings in Complexity. Springer, Cham. https://doi.org/10.1007/978-3-030-30809-4_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-30809-4_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-30808-7
Online ISBN: 978-3-030-30809-4
eBook Packages: EducationEducation (R0)