A peer assessment approach to project based blended learning course in a Vietnamese higher education

This article presents a model using peer assessment to evaluate students taking part in blended - learning courses (BL). In these courses, teaching activities are carried out in the form of traditional face-to-face (F2F) and learning activities are performed online via the learning management system Moodle. In the model, the topics of courses are built as a set of projects and case studies for the attending students divided into groups. The result of the implementation of projects is evaluated and ranked by all course participants and is one of the course evaluation criteria for lecturers. To assess learners more precisely, we propose a multi-phase assessment model in evaluating all groups and the group members. The result of each student in the group based on himself evaluation, evaluations of the team members, the tearcher and all students in the course. There are 107 students, who participated in the course entitled “web application development”, are divided into 20 groups conducting the course in the field of information technology is deployed in the form of blended learning through peer assessment. The results of student’s feedback suggested that the usage of various peer assessment created positive learning effectiveness and more interesting learning attitude for students. The survey was conducted with the students through the questionnaire, each question with scale 5-point Likert scale that ranged from 1 (very unsatisfied) to 5 (very statisfied) to investigate the factors: Collaboration, Assessment, Technology showed that students were satisfied with our approach. © 2016, Springer Science+Business Media New York.