Can Peers Rate Reliably as Experts in Small CSCL Groups?

Ioannis Magnisalis, Stavros Demetriadis, Pantelis M. Papadopoulos

Research on the impact of peer rating (PR) has provided encouraging results, as a method to foster collaborative learning and improve its outcomes. The scope of this paper is to discuss peer rating towards two specific directions that usually are neglected in the CSCL field, namely: (a) coaching of objective anonymous peer rating through a rubric, and (b) provision of peer rating summary information during collaboration. The case study utilized an asynchronous CSCL tool with the two aforementioned capabilities. Initial results showed that peer rating, when anonymous, and guided, can be as reliable as off-line expert/teacher rating, with indications that this process can foster collaboration.

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