| As the goal of online collaborative learning,knowledge building emphasizes that students promote the continuous development and improvement of collective ideas through mutual consultation,so as to realize the generation of individual knowledge and collective knowledge.Online peer assessment,as an assessment method in online collaborative learning,integrates the multiple advantages of process assessment,summative assessment and multi-subject assessment,so that students can achieve the purpose of promoting the depth of knowledge understanding and mastery in the task of mutual assessment of real problem situations.It is an effective way to improve the effect of online collaborative learning to give full play to the advantages of online peer assessment and achieve high quality assessment from the perspective of promoting students’ knowledge building.The main research question of this study is how to analyze the conversation content generated by the online peer assessment oriented to knowledge building,diagnose and discover the existing problems in the current online peer assessment,and provide targeted intervention strategies to promote students to achieve high-quality assessment and achieve in-depth knowledge building.Under the guidance of Knowledge Building Theory,Feedback Intervention Theory,Evidence-Based Education Theory and other theories,this study takes the assessment of teaching design achievements of normal university students as an example,and integrates qualitative and quantitative research methods such as content analysis and epistemic network analysis.Oriented to knowledge building,the research is carried out from three aspects: the construction of online peer assessment conversation analysis system,evidence-based diagnosis of problems in online peer assessment and design of intervention strategies,and testing the effectiveness of intervention strategies.From the perspective of solving research problems,this study takes the assessment of teaching design achievements of normal university students as an example,which is mainly divided into three parts.Firstly,a knowledge building-oriented online peer assessment conversation analysis system is constructed.In this study,the conversational analysis system of online peer assessment for knowledge building includes comment analysis system and assessment content analysis system.Firstly,based on the analysis of the existing knowledge building discourse analysis,the classification of peer assessment comments,the depth of online collaborative discourse and other related researches,the online peer assessment comment analysis system oriented to knowledge building is constructed from three aspects: type of comment,depth of comment and stage of knowledge building.Secondly,taking the instructional design achievements as the assessment content,and based on the analysis of related research on instructional design model and assessment criteria,an online peer assessment content analysis system for knowledge building was constructed from four dimensions of pre-teaching analysis,teaching objectives,teaching strategies and teaching assessment.Finally,the Delphi method is used to solicit opinions from experts,and the online peer assessment comment analysis system and assessment content analysis system oriented to knowledge building are tested and determined,so as to form the online peer assessment conversation analysis system oriented to knowledge building in this study.Secondly,knowledge building-oriented online peer assessment intervention strategies are constructed.Based on the online learning platform and centering on the task of "instructional design achievement assessment",this study designs an online peer assessment process oriented to knowledge building,and carries out problem diagnosis research for normal university students.Firstly,the online peer assessment conversational analysis system for knowledge building constructed in this study is used to determine the process performance of knowledge building based on the data analysis of learners’ comments type,depth,quality and stage of knowledge building.Taking the multiple rounds of results submitted by learners as products of knowledge building,this study analyzes the scores of pre-teaching analysis,teaching objectives,teaching strategies and teaching assessment as well as the improvement of viewpoints,and determines the results and performance of knowledge construction.Finally,problems such as low conversational quality and shallow knowledge building level of learners are diagnosed.Then,in view of the diagnosed problems,the research focuses on four aspects: improving learners’ comprehensive assessment ability,guiding learners to put forward high-quality comments,strengthening learners’ responsibility for assessment,and urging and standardizing learners’ assessment behaviors.The online peer assessment intervention strategies for knowledge building are designed,including increasing case observation and analysis,setting assessment gauges,formulating assessment rules,strengthening teacher feedback and regulation.Thirdly,the effectiveness of knowledge building-oriented online peer assessment intervention strategies is tested.First of all,based on the knowledge building-oriented online peer assessment intervention strategy designed in this study,relying on the online learning platform and again centering on the task of "instructional design achievement assessment",the online peer assessment activities oriented to knowledge building after applying the intervention strategies are redesigned to carry out the validity test research for normal university students.Then,the online peer assessment conversational analysis system for knowledge building constructed in this study was continued to analyze the changes of learners’ comments type,depth,quality and knowledge building stage after the application of intervention strategies,and the process performance of knowledge building was obtained.Based on the changes of learners’ multi-round instructional design results in pre-teaching analysis,teaching objectives,teaching strategies,teaching assessment dimension scores and improvement after the application of intervention strategies,the results and performance of knowledge building are summarized.The result of final data analysis shows that learners’ overall knowledge building level has been improved,and they can not only provide high-quality comments in online peer assessment,but also gain great benefits from others’ comments.In this way,the effectiveness of intervention strategies such as increasing case observation and analysis,setting assessment gauges,formulating assessment rules and strengthening teachers’ feedback and regulation is tested.This study is expected to provide scientific and feasible path for deepening higher education assessment in the new era,promoting talent training of normal university students and optimizing the effect of online collaborative learning through the analysis of online peer assessment session and the research results of intervention strategies oriented to knowledge building,and truly play the role of peer assessment in promoting in-depth knowledge building in online collaborative learning. |
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