Research On The Influence Of Peer Evaluation On Student Engagement In Blended Learning

With the advent of the era of "Internet + education",information technology has been widely used in the field of education,and many colleges and universities have adopted the online and offline hybrid teaching mode.At the same time,the reform of teaching mode has also put forward new requirements for teaching evaluation methods.The traditional teaching evaluation methods mainly based on summative evaluation can no longer meet the needs of the new curriculum reform.The process evaluation and multiple evaluation supported by information technology are becoming more and more.It is widely used in the evaluation of blended learning.As a typical method that effectively combines process evaluation and multiple evaluation,peer evaluation has been widely used in blended learning.However,according to the survey,because the research on peer evaluation is not mature enough and perfect,teachers lack sufficient reference basis when formulating organizational strategies for peer evaluation,resulting in low quality of peer evaluation and poor student engagement in peer evaluation activities,the teaching effect is not ideal and a series of problems that need to be solved urgently.This research analyzes domestic and foreign related achievements and research status of blended learning,peer assessment,and learning engagement.Under the guidance of social constructivism theory,feedback intervention theory,and group dynamics theory,the literature method and survey method are used,content analysis method,and quasi-experimental research method to carry out research on the influence of peer assessment setting on students’ engagement in blended learning.Firstly,the current research status of blended learning,peer assessment and learning engagement is combed through the literature method.At the same time,through questionnaires and interviews,the current peer assessment activities in blended learning are investigated and analyzed.Although there are many studies,the research on specific organizational strategies is not sufficient and perfect,and relatively clear research results have been achieved in terms of anonymity and rubrics,but the research on the time and number of mutual assessments has not yet achieved relatively clear research results.The author carried out experimental research based on the public course "Modern Educational Technology Application" for normal students of Inner Mongolia Normal University,combined with the content analysis method,and carried out a research on the influence of mutual evaluation time and number of mutual evaluations on learning engagement.Through the quasi-experimental study,the following conclusions are drawn: in the peer-evaluation activity,when the mutual evaluation time is the same,the learning engagement with the number of mutual evaluations set to 3 is higher than the learning engagement with the number of mutual evaluations of 6;The evaluation time had no significant effect on the students’ participation in peer evaluation,and the students did not improve their learning engagement due to the increase in the mutual evaluation time.