3.8 Article

A mixed method study of self- and peer-assessment: Implications of grading online writing assignments on scientific news literacy

期刊

COLLEGE & UNDERGRADUATE LIBRARIES
卷 28, 期 1, 页码 67-84

出版社

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10691316.2021.1889426

关键词

Information literacy; library instruction; online learning; peer-assessment

向作者/读者索取更多资源

In the current dynamic information environment, promoting students' scientific news literacy and critical thinking skills is crucial for information professionals. However, instructors in large-scale online classes face challenges in assessing and providing constructive feedback. Online peer-assessment tools can help facilitate reliable self- and peer-assessment in scientific literacy education at scale.
The current dynamic information environment allows readers to access a vast amount of content, but of varied quality. Information professionals increasingly should promote students' scientific news literacy and critical thinking skills. The challenge for instructors, however, is to assess and provide constructive feedback on writing assignments, especially in large-scale online classes. Online peer-assessment tools can facilitate reliable self- and peer-assessment in scientific literacy education at scale. This mixed method study empirically examines differences between self- and peer-assessment and inter-rater reliability among peer assessors and investigates patterns of discrepancies in grading.

作者

我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。

评论

主要评分

3.8
评分不足

次要评分

新颖性
-
重要性
-
科学严谨性
-
评价这篇论文

推荐

暂无数据
暂无数据