By Frederick W.B. Li, Ralf Klamma, Mart Laanpere, Jun Zhang, Baltasar Fernandez Manjon, Rynson W.H. Lau
This publication constitutes the refereed lawsuits of the 14th overseas convention on Web-Based studying, ICWL 2015, held in Guangzhou, China, in Noavember 2015.
The 18 revised complete papers provided including 2 invited papers and seven brief papers have been conscientiously reviewed and chosen from approximately seventy nine submissions. The papers are equipped in topical sections on collaborative and peer studying; e-lerning platform and tolls; layout, version, and framework of e-learning platforms; clever tutoring and instruments; pedagogical matters; customized and adaptive studying; and net 2.0 and social studying environments.
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Extra info for Advances in Web-Based Learning -- ICWL 2015: 14th International Conference, Guangzhou, China, November 5-8, 2015, Proceedings
Veriﬁcation criteria ● Can an admin assign admin rights to a user? Can an admin delete other users and other admins? ● Does the write-up clearly indicate how to run the project or the tests? Measures of Criterion and Rubric Quality When designing a peer assessment task, instructors are primarily concerned with two issues: validity and reliability. Validity refers to whether the rubric is measuring what it is supposed to measure. In the context of student peer assessment, this means whether scores given by student peer reviewers are consistent with the grades given by the teaching staff, which is often called “ground truth” .
We also found that for all criterion types, the agreements on writing assignments were higher than programming assignment. 4 Which Factors Can Influence Average Grading Reliability We used the Pearson correlation coefﬁcient and Spearman’s Rho as measurements of peer-grading reliability between each rater’s grade and the median grade on the same artifact. We further aggregated the reliability on each reviewer on the same artifact and got the overall peer-grading reliability on each assignment. The distributions of Pearson correlation coefﬁcient and Spearman’s Rho are shown in Fig.
05). The following problems existed equally in both of the two groups’ essays: frequently appeared lexico-grammatical errors, lack of cohesion devices such as linking adverbials, an obvious lexical poverty reﬂected by their use of too many superordinates or general words such as good, bad, important, etc. Table 1. Comparison between the two groups about the pre-writing test Category Group N M Std. Mean Diﬀ. t Sig. 844 Ex. 831 Ex. 098 Ex. 412 Ex. 05). In terms of linguistic accuracy, the experimental group had superior results than the control group, showing that the experimental group made fewer lexico-grammatical errors in essays.