Learning Analytics for Peer-assessment: (Dis)advantages, Reliability and Implementation

Authors

  • Blaženka Divjak University of Zagreb, Faculty of Organization and Informatics
  • Marcel Maretic University of Zagreb, Faculty of Organization and Informatics

DOI:

https://doi.org/10.31341/jios.41.1.2

Keywords:

Learning analytics, assessment, peer-assessment, metrics, reliability of peer-assessment, validity of peer-assessment

Abstract

Learning analytics deals with the data that occurs from students' interaction with ICT: collecting data, analyzing and reporting that can influence learning and teaching. Analysis of validity and reliability of assessment lags behind other applications of learning analytics. We present here mathematical modeling of learning analytics for assessment, especially for peer-assessment. In addition, we analyze and categorize students' recognition of advantages and disadvantages of peer-assessment. Finally implementations of reliability check of peer-assessment in Moodle Workshop module are explained.

Author Biographies

Blaženka Divjak, University of Zagreb, Faculty of Organization and Informatics

FOI, Dept. of quantitative methods

Marcel Maretic, University of Zagreb, Faculty of Organization and Informatics

FOI, Dept. of quantitative methods

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Published

2017-06-16

How to Cite

[1]
B. Divjak and M. Maretic, “Learning Analytics for Peer-assessment: (Dis)advantages, Reliability and Implementation”, J. inf. organ. sci. (Online), vol. 41, no. 1, Jun. 2017.

Issue

Vol. 41 No. 1 (2017)

Section

Articles