Establishing Communities of Practice Through Peer Assessment in Online Learning Environments

ID: 32061 Type: Brief Paper
  1. Nancy Davis and Laurie Callihan, Florida State University, United States

Thursday, March 10 3:05-3:25 PM

Presider:
Kioh Kim, University of Louisiana at Monroe, United States

Abstract: Dialogue analysis of text generated by two groups of students, preservice undergraduates and practicing graduate students in online learning environments found: 1) Two primary views of assessment arose from the data: assessment for accountability, held predominately by undergraduates; and assessment for learning, held predominately by graduate students; 2) Responses from undergraduate students tended to indicate adult developmental functioning most often at the opportunist, expert, & achiever levels (Cook Greuter, 2002). Responses from graduate students tended to indicate adult developmental functioning most often at the expert, achiever, & individualist levels (Cook-Greuter, 2002) and 3) Peer assessment was found to be a major factor in establishing a community of practice in a new group of learners. The impact of peer assessment in contributing to the development of community is more effective when there is differentiation of learning levels within the group.

Topic

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