Using technology to improve peer review and collaborative conversations to benchmark academic standards

In 2010 the Australian government commissioned the Australian Learning and Teaching Council (ALTC) to undertake a national project to facilitate disciplinary development of threshold learning standards. The aim was to lay the foundation for all higher education providers to demonstrate to the new national higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), that graduates achieved or exceeded minimum academic standards. Through a yearlong consultative process, representatives of employers, professional bodies, academics and students, developed learning standards applying to any Australian higher education provider. Willey and Gardner reported using a software tool, SPARKPLUS, in calibrating academic standards amongst teaching staff in large classes. In this paper, we investigate the effectiveness of this technology to promote calibrated understandings with the national accounting learning standards. We found that integrating the software with a purposely designed activity provided significant efficiencies in calibrating understandings about learning standards, developed expertise and a better understanding of what is required to meet these standards and how best to demonstrate them. The software and supporting calibration and assessment process can be adopted by other disciplines, including engineering, seeking to provide direct evidence about performance against learning standards. © 2012 IEEE.

Exploring probabilistic follow relationship to prevent collusive peer-to-peer piracy

P2P collusive piracy, where paid P2P clients share the content with unpaid clients, has drawn significant concerns in recent years. Study on the follow relationship provides an emerging track of research in capturing the followee (e.g., paid client) for the blocking of piracy spread from all his followers (e.g., unpaid clients). Unfortunately, existing research efforts on the follow relationship in online social network have largely overlooked the time constraint and the content feedback in sequential behavior analysis. Hence, how to consider these two characteristics for effective P2P collusive piracy prevention remains an open problem. In this paper, we proposed a multi-bloom filter circle to facilitate the time-constraint storage and query of P2P sequential behaviors. Then, a probabilistic follow with content feedback model to fast discover and quantify the probabilistic follow relationship is further developed, and then, the corresponding approach to piracy prevention is designed. The extensive experimental analysis demonstrates the capability of the proposed approach.

Experiences in developing a micro-payment system for peer-to-peer networks

Micro-payment systems are an important part of peer-to-peer (P2P) networks and address the "free-rider" problem in most existing content sharing systems. To address this issue, the authors have developed a new micro-payment system for content sharing in P2P networks called P2P-Netpay. This is an offline, debit based protocol that provides a secure, flexible, usable and reliable credit service. This article compares micro-payment with non-micro-payment credit systems for file sharing applications and finds that this approach liberates the "free-rider" problem. The authors analyse the heuristic evaluation performed by a set of evaluators and present directions for research aiming to improve the overall satisfaction and efficiency of the proposed model.

Is peer assessment of asynchronous group discussions fostering skills relevant to our future graduates?

The increasing use of peer assessment in higher education institutions, as well as its benefits in term of students' learning is well documented. Distance education can be fraught with challenges, but creating a community of practice has been proven to increase student engagement and learning. This paper reports on the implementation of peer assessment of online asynchronous group discussions to foster a community of practice and equip future graduates with lifelong skills relevant to their chosen professional path. Through a careful preparation of students, the implementation of the peer assessment process proved beneficial. This paper describes the analysis performed to establish the validity and reliability of the peer assessment process in the context of a 3rd year unit of study of the bachelor of nursing at Charles Darwin University. © 2010 Stéphane Bouchoucha & Helen Wozniak.

PASSport to the cloud – results of a Peer-Assisted Study Sessions (PASS) online pilot program

Deakin University’s online study environment continues to grow with over 12,000 students now studying in the Cloud. It is important to provide these students not only academic support, but also a sense of inclusion and community. This will improve their social engagement and from there, they will more likely succeed. In 2015, the Division of Student Life ran an online pilot based on their successful Peer -Assisted Study Sessions program. Results from the pilot were positive. Students reported greater connection with the subject and with their fellow students. The program will be expanded in 2016 based on this pilot.

A pedagogy for outreach activities in ICT : promoting peer to peer learning, creativity and experimentation

The importance of integrating technology into the classroom has become a priority atmo st levels of the curriculum in many countrie s around the world. Th is paper draws onthe evaluation and research that informed four outreach programs. The authorsacknowledge that teachers are generally time poor and often have limited informationand communication technology (ICT) skills and confidence, while students have skillsand knowledge in ICT that often go untapped in the classroom. They present acurriculum that promoted peer to peer learning and support for teachers. This is amodel of pedagogy for outreach that promotes a community of learners between ICTteachers, generalist teachers and preservice teachers while promoting socio-culturalstudent led learning practices in the classroom.

Prejudicial evaluation: bias in self-and-peer-assessments of teamwork contributions to design

This chapter considers a simple but important question: can students fairly assess each other’s individual contribution to team designs? The chapter focuses on a key problem when using online self-and-peerassessment to individualising design grades for team assignments, namely rater bias – the possibility of students being biased when assessing their own and their peers’ contributions. Three rater-bias issuesare considered in depth: (1) self-overmarking; (2) gender bias and gender differences; and (3) out-group bias in the peer assessment of international students in multicultural cohorts. Each issue is explored viathe analysis of eight years of quantitative data from the use of an online self-and-peer assessment tool. Evidence is found of self-overmarking and of out-group bias in nonhomogeneous cohorts. However, no evidence is found of gender bias. The chapter concludes with recommendations for design teachers around the assessment of individual contributions to teamwork using self-and-peer assessment.

An extended approach to adjust inconsistent minority peer- and self-assessment scores of teamwork using assessor’s reliability

Teamwork is generally assessed either solely by academic staff or by both academic staff andstudents themselves confidentially as well as collaboratively. Peer- and self-assessments have beenused primarily to assess teamwork process and teacher assessment to assess teamwork product.Peer- and self-assessments are useful to elicit team members’ contribution towards teamwork and toconvert team mark into individual marks, provided the scores are reliable (the extent to which thescores are consistent). However, not all peer- and self-assessment scores are reliable. Anecdotal andliterature evidence suggest that there are several cases of inconsistencies in these scores. Individualcontribution scores given by teammates to an assessee (including himself/herself) can sometimesvary significantly due to both intentional and unintentional reasons. Simply using total individual ratingscores without considering an assessor’s reliability to estimate individual contribution factors cansometime results unfair grades and becomes hindrance to learning through teamwork.PURPOSEThis study proposes an extended approach to adjust inconsistent and/or distorted minority peer andself-assessment scores of teamwork using standard normal probability concept.APPROACHIn order to adjust inconsistent and/or distorted minority peer-and self-assessment scores of teamwork,an extended approach has been proposed. The approach uses the reliability of assessor’s scores ofan assessee using standard normal probability curve. The evaluation of the extended approach isconducted by comparing with the existing approaches using two case examples of peer- and selfassessmentof teamwork where minority team members’ scores are inconsistent.RESULTSThe evaluation of the extended approach shows that the proposed method is superior to the availableapproaches in order to adjust inconsistent peer- and self-assessment scores for special cases wherescores of minority team members are inconsistent. The extended approach helps both to automaticallydetect such scoring anomalies and to adjust the scores so that the fairer contributions to the teamworkwould be obtained and utilised.CONCLUSIONSThe extended approach is useful in that it helps both to automatically detect scoring anomalies and todevise the methods to adjust them. However, the approach does not address the issue of scoringinconsistencies by majority of team members as it uses average score as a basis for identifyinginconsistencies. Moreover, the approach needs to be implemented in the real teamwork environmentin order to identify the impacts of these scoring adjustments in teamwork process and teamworkproduct.

Regimes of risk: the need for a pedagogy for peer groups

Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in our discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. We believe that within this individualizing framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion we juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity.

Peer groups, power and pedagogy : the limits of an educational paradigm of separation

In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking interest is a concern that some of the assumptions that underpin 'mainstream' pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, the authors reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, they argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a 'pedagogy of separation'. The process of building more productive pedagogic relationships, it is concluded, needs to begin with teachers better recognising and engaging with the collective investments of young people.

The social validity of interventions for promoting preschool childrens peer interactions

This analogue study investigated the social validity of classroom interventions designed to promote peer interactions in young children. The influences of child characteristics and diagnostic labels on social validity ratings were examined, as were the relationships among three components of social validity. Forty-two preschool teachers completed a 15-item social validity scale that yielded scores pertaining to intervention goals, procedures and effects. Participants rated three types of intervention, which varied according to individuals targeted and intensity of programming procedures, with reference to one of three case descriptions of children with social interaction problems. Half the participants were provided with the child’s diagnostic label. Results indicated that social validity is affected by interactions between intervention methods and child characteristics. The inclusion of diagnostic labels in the case descriptions had no effect on social validity ratings. Strong positive relationships were found among the components of social validity. Implications for the use of empirically validated interventions in inclusive preschools are discussed.

Teacher and peer assessment of creativity in technology education

This study, part of a PhD thesis, investigates a number of aspects relating to technology education, creativity and the assessment of creativity and aesthetics. Following tuitional sessions, panels of upper primary school children were involved in assessing the creative and aesthetic characteristics of technological products made by other children. Teachers assessed a selection of student drawings for creativity and these results were compared against the corresponding products assessed by the panels of Year 5 children. Subjects were administered a test on their knowledge of technology and these scores were compared to product creativity scores. The results showed high correlations between the assessor ranks for both creativity and aesthetics although there was generally more consistency with creativity. While some subjects produced both creative drawings and products, others showed creativity in only one outcome. A further finding of the investigation identified the relationship between students' knowledge of technology and the creative product constructed by the older children in the study.

Family, school, peer and individual influences on early adolescent alcohol use: first-year impact of the Resilient Families programme

Introduction and Aims:  This study aimed to examine: (a) the influence of family factors relative to school, peer and individual influences on the development of adolescent alcohol use during the first year of secondary school; and (b) the feasibility of preventing adolescent alcohol use by modifying family factors. Design and Methods:  Twenty-four schools in Melbourne, Australia were randomly assigned to either the 'Resilient Families' intervention or a control condition. A baseline cohort of 2315 grade 7 students (mean age 12.3 years) were followed-up one year later (n = 2128 for longitudinal analyses). A sub-set of parents (n = 1166) also returned baseline surveys. Results: The prevalence of lifetime alcohol use in year 7 was 33% and rose to 47% by year 8. Student-reported predictors of year 8 alcohol use included baseline alcohol [Odds Ratio (OR) 3.64] and tobacco use (2.68), and school friend's alcohol (1.41) and tobacco use (1.64). After adjusting for other influences, student-reported family factors were not maintained as significant predictors of year 8 alcohol use. Parent-report predictors of student-reported alcohol use included allowing alcohol use in the home (2.55), parental alcohol use (1.88) and child hyperactivity (1.85). Protective factors included attendance at brief parent education (0.60) and parent involvement in school education (0.65). Discussion and Conclusions: The intervention appeared to benefit education-related outcomes, but no overall effect in reducing student alcohol use was found in year 8. Intervention effects on alcohol misuse may become significant in later secondary school once the entire program has been implemented. Considerable alcohol use was detected in early secondary school,   suggesting that interventions to reduce alcohol use may be usefully implemented prior to this period.

Online self-and-peer-assessment for teamwork in architecture and business communications

There is considerable evidence of general student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of assessment procedures when all members of a team receive the same grade. Some educators are similarly anxious about not only the validity of team grades, but also the need to assess ongoing team processes in addition to the final assignment product. This paper offers self-andpeer-assessment (SAPA) as a fair, valid and reliable method of producing information about ongoing team processes. The paper examines a pilot study investigating an online SAPA tool originally developed for a small class of architecture students. This tool is adapted for use for by students completing team assignment in two further architecture design units and for a very large class of 800 business communication students. The sample students studied on four campuses, as well as in off campus and offshore modes. The paper focuses on the initial stages of the study to demonstrate how researchers from very different backgrounds collaborated to adapt the online tool and implement a pilot study whilst maintaining both comparability of assessment and integrity of research design.