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Analysing Peer Assessment Interactions and Their Temporal Dynamics Using a Graphlet-Based Method

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Technology-Enhanced Learning for a Free, Safe, and Sustainable World (EC-TEL 2021)

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Abstract

Engaging students in peer assessment is an innovative assessment process which has a positive impact on students learning experience. However, the adoption of peer assessment can be slow and uncomfortably experienced by students. Moreover, peer assessment can be prone to several biases. In this paper, we argue that the analysis of peer assessment interactions and phenomena can benefit from the social network analysis domain. We applied a graphlet-based method to a dataset collected during in-class courses integrating a peer assessment platform. This allowed for the interpretation of networking structures shaping the peer assessment interactions, leading for the description of consequent peer assessment roles and their temporal dynamics. Results showed that students develop a positive tendency towards adopting the peer assessment process, and engage gradually with well-balanced roles, even though, initially they choose mostly to be assessed by teachers and more likely by peers they know. This study contributes to research insights into peer assessment learning analytics, and motivates future work to scaffold peer learning in similar contexts.

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Acknowledgement

This work was financed by Carnot TSN/IMT Atlantique (2019–2020).

Author information

Authors and Affiliations

  1. IMT Atlantique, Lab-STICC, UMR CNRS 6285, 29238, Brest, France

    Fahima Djelil, Laurent Brisson, Cecile Bothorel & Jean-Marie Gilliot

  2. Energiency, La Fabrique, 22 Avenue Jules Maniez, 35000, Rennes, France

    Raphaël Charbey

  3. HEP Vaud, Avenue de Sévelin 46, 1014, Lausanne, Switzerland

    Philippe Ruffieux

Authors
  1. Fahima Djelil
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  2. Laurent Brisson
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  3. Raphaël Charbey
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  4. Cecile Bothorel
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  5. Jean-Marie Gilliot
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  6. Philippe Ruffieux
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Corresponding authors

Correspondence to Fahima Djelil or Laurent Brisson .

Editor information

Editors and Affiliations

  1. KU Leuven, Leuven, Belgium

    Tinne De Laet

  2. Open University of the Netherlands, Heerlen, The Netherlands

    Roland Klemke

  3. Universidad Carlos III de Madrid, Leganés, Spain

    Carlos Alario-Hoyos

  4. Pontificia Universidad Católica de Chile, Santiago, Chile

    Isabel Hilliger

  5. Universidad de Valladolid, Valladolid, Spain

    Alejandro Ortega-Arranz

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Djelil, F., Brisson, L., Charbey, R., Bothorel, C., Gilliot, JM., Ruffieux, P. (2021). Analysing Peer Assessment Interactions and Their Temporal Dynamics Using a Graphlet-Based Method. In: De Laet, T., Klemke, R., Alario-Hoyos, C., Hilliger, I., Ortega-Arranz, A. (eds) Technology-Enhanced Learning for a Free, Safe, and Sustainable World. EC-TEL 2021. Lecture Notes in Computer Science(), vol 12884. Springer, Cham. https://doi.org/10.1007/978-3-030-86436-1_7

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  • DOI: https://doi.org/10.1007/978-3-030-86436-1_7

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  • Online ISBN: 978-3-030-86436-1

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