Research On The Influence Of Reviewer Selection Mechanism On Peer Evaluation

With the learning-centered teaching model put forward,people pay more and more attention to the students' dominant position in teaching and learning process.Students are the center of the teaching and learning activities,and teachers are more likely to play the role of organizer,leader and assistant in this process,which is especially evident in peer evaluation.Peer assessment is one of the most important teaching evaluation methods.Its essence is a teaching evaluation activity in which peers evaluate others' work based on certain criteria to promote each other's knowledge and skills development.As far as school teaching is concerned,the participants in peer assessment process are students and teachers.Students play the role of appraiser and evaluator in peer evaluation process.Teachers play the role of organizer and guide.A related review of peer assessment found that people pay more attention to the peer evaluation scores when they focus on the procedural data of the peer evaluation process and pay less attention to the peer reviews,especially the peer reviews.Peer evaluation provides students with the opportunity to exchange knowledge and understand the level of knowledge and skills of others.It aims to promote the exchange of knowledge and information among peers and to promote the development of peer knowledge and professional skills.And to achieve this goal on the premise that the reviewers of peer-reviewed work based on personal thinking and analysis of objective analysis and gives detailed explanations and constructive comments.Seen in this light,depth evaluation is particularly important.Therefore,this study explored the impact of different reviewers,selection mechanism on the peer evaluation depth from the perspective of the reviewer's selection mechanism.In this study,Nanjing Normal University Teachers College of education third grade geography(normal)professional 42 students for the first phase of the experimental subjects and the first year of education and science college of education technology 42 students for the second phase of the experimental subjects,Two stages of a total of seven companion evaluation experiments.Two-phase experiment involves the same content,are multimedia design and production.Two-phase experimental students rated their companion work based on the same evaluation criteria.The first two rounds of the first phase of the experiment using the students free to choose the mechanism of the reviewers,the third round of the teacher randomly selected review mechanism;the second phase of the first two rounds of teachers randomly selected review mechanism,the latter two rounds of free choice of reviewers mechanism.All rounds of experiments were conducted using the online real-name peer review process peer-reviewed after the work was uploaded to the experimental platform.After the two-phase experiment,the present study uses questionnaires to collect information about students' objectivity of peer rating,perception of usefulness of comment,and type of commentaries expected by students.In the process of analyzing data,researchers firstly defined the types of reviews and evaluation depths based on the content analysis system of peer reviews,and then analyzed the reliability of peer ratings,the type of reviews,and the depth of evaluation between the two peer evaluation methods using spss21.0 statistical tools Sex and contact and explore the reasons.The results showed that:(1)the student's score was generally higher than the teacher's score;(2)the peer's peer rating was more objective when the teacher randomly selected peer reviewer's evaluation method;(3)the student's perception teacher randomly selected the peer peer evaluation score to be more objective;(4)Students tend to give supportive emotional comments and direct compliment comments;(5)In the peer evaluation methods of teachers randomly selected,the depth of peer comments is significantly higher than peer review depth of students' free choice of reviewers.Significant are irrelevant comments;(6)Interpersonal relationships are the main factors affecting peer scores and comment types;whether there is teacher guidance is the main factor affecting the depth of peer evaluation and the degree of comment summary.