Using Peer Assessment with Educational Robots

  • Published August 21, 2014
  • By Dave Catlin

Catlin, D. (2014) Using Peer Assessment with Educational Robots, Peer Review, Peer Assessment and Self Assessment in Education, 1st International Workshop, Tallinn University (Ülikool), Estonia.  Collated with the 13th International Conference on Web-based Learning ICWL 2014 August 14-17, 2014.  Pub Springer Verlag.

Abstract.

Educational robots offer tremendous potential for providing exciting, dynamic learning experiences in K-12 Education. The constructionist notions of Piaget, Papert and others underpin the use of this technology. A problem exists in ensuring successful lessons using these paradigms. The root of that problem is the imagination, curiosity and creativity of students. How can that be given free reign while at the same time trying to meet the rigid demands of a school curriculum subjected to the hegemony of high-stake-testing? Seminal work by Black and Wiliam summarized what can be called good teaching practice – the key to resolving this conundrum. Their development of Assessment for Learning (AfL) strategies offers a way of structuring lessons while fostering essential intellectual freedom of the student. Peer assessment is a key part of AfL. This paper explains and illustrates how peer and self-assessment is an intrinsic aspect of educational robotic activities.

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