Global learning partnerships in the Café: peer feedback as a formative assessment tool for animation students

Interactive Learning Environments

Volumn 24, Issue 6, 2016, Pages 1298-1318

  McCarthy, Josh ^a  

^a UNIVERSITY OF SOUTH AUSTRALIA   (Australia)

Author keywords

e learning; Facebook; formative assessment; global learning partnerships; peer feedback; social media

Indexed keywords

EID: 84984905366     PISSN: 10494820     EISSN: 17445191     Source Type: Journal    
DOI: 10.1080/10494820.2014.994532     Document Type: Article

References (46)

1. P.Black, & D.Wiliam, (1998). Assessment and classroom learning. Assessment in Education:Principles, Policy and Practice, 5, 7–74. doi:10.1080/0969595980050102
2. T.E.Bosch, (2009). Using online social networking for teaching and learning:Facebook use at the University of Cape Town. Communication:South African Journal for Communication Theory and Research, 35(2), 185–200.
3. C.Brindley, & S.Scoffield, (1998). Peer assessment in undergraduate programmes. Teaching in Higher Education, 3(1), 79–80. doi:10.1080/1356215980030106
4. W.Cheng, & M.Warren, (1999). Peer and teacher assessment of the oral and written tasks of a group project. Assessment & Evaluation in Higher Education, 24(3), 301–314. doi:10.1080/0260293990240304
5. W.Cheng, & M.Warren, (2000). Making a difference:Using peers to assess individual students' contributions to a group project. Teaching in Higher Education, 5(2), 243–255. doi:10.1080/135625100114885
6. T.Crooks, (2001). The validity of formative assessments. British educational research association annual conference. University of Leeds.
7. P.Davies, (2000). Computerized peer assessment. Innovations in Education and Training International, 37(4), 346–354. doi:10.1080/135580000750052955
8. P.Duffy, (2011) Facebook or Faceblock. In C.McLoughlin & M.Lee (Eds.), Web 2.0 based E-learning:Applying social informatics for tertiary teaching (pp. 284–300). Hershey:IGI Global.
9. L.M.Fadel, & M.C.Dyson, (2010) Interface design for social interaction in E-Learning environments. In A.Tzanavari & N.Tsapatsoulis (Eds.), Affective, interactive and cognitive methods for E-Learning design:Creating an optimal education experience (pp. 72–93). Hershey, PA:IGI Global.
10. N.Falchikov, (1996, July). Improving learning through critical peer feedback and reflection. Paper presented at the HERDSA Conference 1996:Different approaches:Theory and practice in Higher Education, Perth, Australia.
11. G.Gibbs, & C.Simpson, (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3–31.
12. S.J.Hanrahan, & G.Isaacs, (2001). Assessing self- and peer-assessment:The students’ views. Higher Education Research and Development, 20, 53–70. doi:10.1080/07294360123776
13. A.Huyta, (2010). Diagnostic and formative assessment. In B.Spolsky, & F.Hult (Eds.), The handbook of educational linguistics (pp. 469–482). Oxford:Blackwell.
14. C.Irwin, L.Ball, B.Desbrow, & M.Leveritt, (2012) Students’ perceptions of using Facebook as an interactive learning resource at University. Australasian Journal of Educational Technology, 27(8), 1221–1232.
15. J.Kenney, S.Kumar, & M.Hart, (2013). Facebook group as a space for interactive and collaborative learning. International Journal of Social Media and Interactive Learning Environments, 1(4), 355–369. doi:10.1504/IJSMILE.2013.057467
16. G.Kurtz, (2013). Facebook group as a space for interactive and collaborative learning. International Journal of Social Media and Interactive Learning Environments, 1(4), 406–418. doi:10.1504/IJSMILE.2013.057461
17. L.Li, X.Liu, & A.Steckelberg, (2010). Assessor or assesse:How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41(3), 525–536. doi:10.1111/j.1467-8535.2009.00968.x
18. L.Li, & A.L.Steckelberg, (2005). Impact of technology-mediated peer assessment on student project quality. In M. Simonson & M. Crawford (Eds.), Proceedings of association for educational communications and technology international conference 2005 (pp. 307–313). Bloomington, IN:AECT.
19. L.Lockwood, & L.Constantine, (2003). Usability by inspection:Collaborative techniques for software and web applications. In L. Constantine, ed., Performance by Design:Proceedings of forUSE 2003, Second International Conference on Usage-Centered Design, Rowley, MA:Ampersand Press.
20. S.G.Mazman, & Y.K.Usluel, (2010). Modeling educational usage of Facebook. Computers and Education, 55(2), 444–453. doi:10.1016/j.compedu.2010.02.008
21. J.McCarthy, (2009). Utilising Facebook:Immersing generation-Y students into first year university. Journal of the Education Research Group of Adelaide, 1(2), 39–49.
22. J.McCarthy, (2010) Blended learning environments:Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729–740. doi:10.14742/ajet.1039
23. J.McCarthy, (2012) International design collaboration and mentoring for tertiary students through Facebook. Australasian Journal of Educational Technology, 28(5), 755–775. doi:10.14742/ajet.1383
24. J.McCarthy, (2013a). Learning in Facebook:First year tertiary student reflections from 2008 to 2011. Australasian Journal of Educational Technology, 29(3), 337–356. doi:10.14742/ajet.373
25. J.McCarthy, (2013b). The Café:Creating the ‘collaborative application for education’; A dedicated e-learning environment in Facebook. International Journal of Social Media and Interactive Learning Environments, 1(4), 419–438. doi:10.1504/IJSMILE.2013.057460
26. E.H.Mory, (2003). Feedback research revisited. In D.H.Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 745–783). New York:Macmillan.
27. S.Narciss, (2008). Feedback strategies for interactive learning tasks. In J.M.Spector, M.D.Merrill, J.Van Merrienboer, & M.P.Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.). (pp. 125–143). New York:Erlbaum.
28. P.Orsmond, S.Merry, & K.Reiling, (1996). The importance of marking criteria in the use of peer assessment. Assessment & Evaluation in Higher Education, 21(3), 239–250. doi:10.1080/0260293960210304
29. N.Pope, (2001). An examination of the use of peer rating for formative assessment in the context of the theory of consumption values. Assessment & Evaluation in Higher Education, 26(3), 235–246. doi:10.1080/02602930120052396
30. P.Rambe, (2012) Critical discourse analysis of collaborative engagement in Facebook postings. Australasian Journal of Educational Technology, 28(2), 295–314. doi:10.14742/ajet.875
31. W.Richardson, (2006) Blogs, wikis, podcasts, and other powerful tools for classrooms. Thousand Oaks, CA:Sage.
32. N.Ritter, & E.Delen, (2013). Undergraduates’ Facebook use:Evidence-based practice to implement social media in education. International Journal of Social Media and Interactive Learning Environments, 1(4), 387–405. doi:10.1504/IJSMILE.2013.057463
33. D.Robbie, & L.Zeeng, (2008). Engaging student social networks to motivate learning:Capturing, analysing and critiquing visual image. International Journal of Learning, 15(3), 153–160.
34. D.Robbie, & L.Zeeng, (2012). Flickr:Critique and collaborative feedback in a design course. In Transformation in teaching:Social media strategies in higher education, Santa Rosa, CA:Informing Science Press.
35. A.Salah, (2010, July 5–7). The online potential of art creation and dissemination:DeviantArt as the next art venue. Proceedings from Electronic Visualisation and the Arts, London.
36. L.Shepard, (2005, October 10–11). Formative assessment:Caveat emptor. ETS Invitational conference, the future of assessment:shaping teaching and learning, New York.
37. R.-C.Shih, (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. In J. Waycott & J. Sheard (Eds.), Assessing students’ Web 2.0 activities in higher education. Australasian Journal of Educational Technology, 27(5), 829–845.
38. Statistic Brain. (2014, October 2). Facebook statistics. Retrieved from www.statisticbrain.com
39. L.A.J.Stefani, (1994). Peer, self and tutor assessment:Relative reliabilities. Studies in Higher Education, 19(1), 69–75. doi:10.1080/03075079412331382153
40. Y.-T.Sung, J.Chen-Shan Lin, J.Chi-Lung Lee, & K.-E.Chang, (2003). Evaluating proposals for experiments:An application of web-based self-assessment and peer assessment. Teaching of Psychology, 30(4), 331–333. doi:10.1207/S15328023TOP3004_06
41. K.Topping, (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. doi:10.3102/00346543068003249
42. K.J.Topping, E.F.Smith, I.Swanson, & A.Elliot, (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149–169. doi:10.1080/713611428
43. N.A.E.Van Gennip, M.S.R.Segers, & H.H.Tillema, (2010). Peer assessment as a collaborative learning activity:The role of interpersonal variables and conceptions. Learning and Instruction, 20(4), 280–290. doi:10.1016/j.learninstruc.2009.08.010
44. A.Venables, & R.Summit, (2003). Enhancing scientific essay writing using peer assessment. Innovations in Education & Teaching International, 40(3), 281–290. doi:10.1080/1470329032000103816
45. Q.Y.Wang, H.L.Woo, C.L.Quek, Y.Q.Yang, & M.Liu, (2012). Using the Facebook group as a learning management system:An exploratory study. British Journal of Educational Technology, 43(3), 428–438. doi:10.1111/j.1467-8535.2011.01195.x
46. N.M.Webb, (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(1), 366–389. doi:10.2307/749186