The participatory practices (Jenkins 2006) surrounding web 2.0 services at first sight appear attractive to harness for the purposes of peer assessment (Falchikov 2007). But specifically what practices act as enablers for effective feedback (Nicol & MacFarlane-Dick 2006) and what tensions occur when web 2.0 practices for peer assessment are introduced into formal teaching and learning settings? This paper seeks to shed light on these questions through presenting, analysing and discussing the findings from a small scale participatory study in which two cohorts (n=18, n=15) of first year undergraduate students created, peer reviewed and assessed each others' digital story (McDrury & Alterio 2003) productions using the Voicethread web 2.0 service (http://voicethread.com). A key component of this innovative assessment practice (now in its second year) is the central role of the student, specifically in negotiating appropriate assessment criteria. A critical evaluation of data from student surveys, focus groups and comments left as peer feedback will be used to discuss insights into: The impact on the student experience of adopting web 2.0 practices for assessing their peers. The extent to which the affordances of the web 2.0 service enabled or constrained the assessment. In the light of the findings from this study the paper will conclude by exploring the usefulness of the concepts outlined in the 'big ideas' (Anderson 2007) in guiding the adoption of web 2.0 practices for peer assessment and whether any reinterpretation is helpful when deploying web 2.0 services for assessment in formal academic contexts.
|Title of host publication||Proceedings of the 9th European Conference on E-Learning|
|Place of Publication||Reading|
|Number of pages||10|
|Publication status||Published - 2010|
|Event||9th European Conference on e-Learning - Porto, Portugal|
Duration: 4 Nov 2010 → 5 Nov 2010
|Conference||9th European Conference on e-Learning|
|Abbreviated title||ECEL 2010|
|Period||4/11/10 → 5/11/10|
- digital story
- web 2.0
- peer assessment
Jones, G. (2010). Web 2.0 Practices for Peer Assessment Processes: Exploring the Synergies and Tensions. In Proceedings of the 9th European Conference on E-Learning (Vol. 1, pp. 274-283). Academic Conferences.