P E C A S S E


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PECASSE: Peer and Collaborative Assessment Environment

 

DESCRIPTION

PECASSE is a web-based self-, peer- and collaborative-assessment environment (available at http://hermes.di.uoa.gr:8080/pecasse). PECASSE can run as a standalone environment as well as in the context of SCALE (Supporting Collaboration and Adaptation in a Learning Environment).

In the context of the PECASSE environment, learners may act as

  • 'authors' having the possibility to
    • submit anonymously an assessment activity, which has been elaborated either individually or collaboratively,
    • self-assess their own activity, in a brief way, upon its submission to the system, (self-assessment)
    • study the assessors' comments for their own activity,
    • study similar activities that have been elaborated by other authors (all the activities are available or only the activities with high grade after their evaluation by the instructor or the assesors) (under development),
    • discuss the feedback comments and the grading with their assessors through a discussion forum (under development), and
    • access their evaluation as assessors regarding the quality of their work and the feedback provided.
  • 'assessors' having the possibility to
    • access the activities that they have to assess,
      • the assignment of the assessors is done automatically by PECASSE (under development) or by the instructor or by both. The assignment process is based on different mapping strategies such as arbitrary assignment, assignment based on the topic of the activity and assignment based on learners' characteristics such as learners' proficiency (as recorded from assessors' reviews) and learners' ability as assessors (as recorded from the evaluation of assessors).
    • evaluate
      • their own activity according to specific criteria (self-assessment), and/or
      • anonymously the activities submitted by their peers on their own or by collaborating with other learners (peer-assessment) or by collaborating with other learners and/or the instructor (collaborative-assessment)
    • discuss and get advise from other assessors who evaluate the same activities through a discussion forum (under development),
    • give further explanations to the authors for their feedback and grades (under development), and
    • evaluate the quality of the work and the feedback provided by their assessors though an evaluation form.

The assessment process in PECASSE may be carried out in three consecutive rounds at most. Each round involves the following steps:
(1st) Submission: includes activity submission or submission of the revised version of the activity according to the assesors' comments and brief self-assessment of the submitted activity,
(2nd) Review: includes review of the submitted activities, discussion with other assessors and provision of feedback,
(3rd) Revision: includes study of the assesors' comments as well as of the available activities elaborated by other authors, evaluation of assessors and collaboration of authors with assessors.

Collaboration may take place in PECASSE during (i) the elaboration or the review of an activity by a group of learners, or (ii) the collaborative-assessment of an activity, and/or (iii) the discussion of the assessors who evaluate the same activities, and/or (iv) the revision step of the assessment process where authors and assessors may discuss any misunderstandings. The communication is either synchronous through the ACT tool or asynchronous through an asynchronous communication tool (discussion forum).

In PECASSE environment, depending on the orientation of the review process and the learning outcomes of the activity, the review process may emphasize on the grading of the activities and/or the provision of useful feedback. The provided review/feedback may be structured and recorded either in an assessment form or in an assessment letter, which may include only comments or assessment criteria, grades, and comments. In case of an assessment form, different strategies may be followed for the determination/construction of the form, based on the learning outcomes addressed by the activity. More specifically:

  • assessors may define/construct entirely the assessment form, or
  • the instructor sets up the assessment form, or
  • the instructor may set up a template of the assessment form, which has to be enriched by the assessors.
The first possibility is recommended in case of collaborative-assessment, where the instructor participates in the review process and can guide/help assessors in the determination of a complete/accurate form. The second possibility is recommended for self- and peer-assessment and may help learners to understand which criteria/standards are considered useful and are targeted to the underlying activity. The last possibility aims at guiding assessors towards the review by pointing out key criteria and potential aspects of a good activity and enabling them to extend the breadth and depth of the instructor-given form and participate more actively in the review process.

During the winter-semester of the academic year 2005-2006 in the context of the undergraduate course of 'Didactics of Informatics' at the Department of Informatics and Telecommunications of the University of Athens, the PECASSE environment was empirically evaluated.

PUBLICATIONS

Gouli, E., Gogoulou, A., & Grigoriadou, M. (2006). Supporting Self- Peer- and Collaborative-Assessment through a Web-based Environment. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006. Chesapeake, VA: AACE, 2192-2199.

Γρηγοριάδου, Μ., Γόγουλου, Α., Γουλή, Ε., & Σαμαράκου, Μ. (2004). Οι Δραστηριότητες ως δομικό στοιχείο Μάθησης + Συνεργασίας στο SCALE. Στο Γρηγοριάδου, Μ, Ράπτης, Α., Βοσνιάδου, Σ., & Κυνηγός, Χ. (Επιμ.) Πρακτικά 4ου Συνεδρίου με Διεθνή Συμμετοχή για τις «Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση», (Αθήνα, Σεπτέμβριος 2004), Τόμος Α, 525-534.

Γρηγοριάδου, Μ., Γουλή, Ε., & Γόγουλου, Α. (2004). Η Αξιολόγηση Εργασιών από τους εκπαιδευόμενους ως εργαλείο μάθησης-αξιολόγησης. Στο Γρηγοριάδου, Μ, Ράπτης, Α., Βοσνιάδου, Σ., & Κυνηγός, Χ. (Επιμ.) Πρακτικά 4ου Συνεδρίου με Διεθνή Συμμετοχή για τις «Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση», Συνεδρία Εργασίας «Αξιοποίηση των Τεχνολογιών των Επικοινωνιών στην Εκπαίδευση Ενήλικων: Διδακτικές Προσεγγίσεις και Εργαλεία, για τη Δημιουργία Κοινοτήτων Μάθησης», (Αθήνα, Σεπτέμβριος 2004), Τόμος Β, 427-429.

UNIVERSITY OF ATHENS & DEPARTMENT OF INFORMATICS & TELECOMMUNICATIONS & COMPUTER SYSTEMS & APLLICATIONS