Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

Ronnie Homi SHROFF*, Fridolin Sze Thou TING, Chi Lok CHAN, Raycelle C.C. GARCIA, Wing Ki TSANG, Wai Hung LAM

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

3 Citations (Scopus)

Abstract

This study attempted to conceptualise and measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. Drawing on the extant literature, we integrate collaborative, problem-based and peer assessment learning strategies and propose a new model, the collaborative problem-based learning and peer assessment (Co-PBLa-PA) conceptual framework, which forms the basis of a new psychometrically sound and conceptually based scale, the collaborative problem-based learning and peer assessment strategies inventory (CO-PBLa-PA-SI). The development and validation of the CO-PBLa-PA-SI, based on the methodological and conceptual insights gained from prior research, involved identifying the following four scales: capacity to collaborate, readiness to engage, task-based interest and peer feedback usefulness. An item pool comprising of 16 items was established and verified by two panels of judges using a formalised card sorting procedure. Confirmatory factor analysis was conducted to validate the instrument of a small-scale (N = 164) study. The CO-PBLa-PA-SI scale showed strong construct validity and reliability with a Cronbach’s coefficient alpha ranging from.828 to.880, which suggested strong internal consistency. The resultant instrument is intended as a tool to reliably measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context.

Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalAustralasian Journal of Educational Technology
Volume39
Issue number1
DOIs
Publication statusPublished - 2023

Bibliographical note

Publisher Copyright:
© Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0

Funding

This paper is part of a project funded by the University Grants Committee of the Hong Kong Special Administrative Region, titled Developing Active Learning Pedagogies and Mobile Applications in University STEM Education (PolyU2/T&L/16-19); the Hong Kong Education Bureau's Quality Education Fund, titled Developing Active Learning Pedagogies and Mobile Applications in Secondary School Mathematics Education (Project No. 2018/1435); with additional support from the Hong Kong Polytechnic University.

Keywords

  • capacity to collaborate
  • collaborative problem-based learning
  • peer assessment
  • peer feedback usefulness
  • readiness to engage
  • task-based interest
  • technology-enabled

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