Using student-generated questions and peer-responses as a formative e-assessment strategy : Students acting as more knowledgeable others

• Student-generated questions and peer-responses can support formative assessment practices through student self-questioning and peer scaffolding. So far, the studies on student-generated questions and peer-responses have focused on reading comprehension. This study focused on student-generated questions used in the context of the student-based formative e-assessment through peer scaffolding. This study's aim was two-fold: Firstly, we wanted to examine whether there was a relationship between the thinking levels exhibited in student-generated questions and the thinking levels exhibited in their corresponding peer-responses. Secondly, we wanted to analyse the level of students’ satisfaction with their peers’ responses. Using a Bloom’s Taxonomy-based assessment rubric, the student generated-questions and peer-responses were rated following three thinking levels: basic, medium, and high. The results show that the thinking levels exhibited in the student-generated questions are not the same as the thinking levels exhibited in their corresponding peer-responses. In addition, all students were not immediately satisfied with their peer-responses. In the end, we realised that through this exercise, the student-questioners and the student-respondents were respectively engaged in a “meaning-seeking” and “meaning-making” exercise and the longer the time for reaching the consensus, the more this exercise grew stronger and became much more significant.

Ämnesord

NATURVETENSKAP  -- Data- och informationsvetenskap -- Systemvetenskap, informationssystem och informatik (hsv//swe)

NATURAL SCIENCES  -- Computer and Information Sciences -- Information Systems (hsv//eng)

Nyckelord

Information Society

informationssamhället

Publikations- och innehållstyp

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