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

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.

Implications for practice or policy:

• A psychometrically validated scale could be used by a growing community of academicians, educators and instructional designers to assess learners’ collaborative problem-based learning and peer assessment strategies when using interactive technologies;
• A systematically collected data set obtained from the CO-PBLa-PA-SI data may have practical implications in terms of informing teachers about appropriate instructional design practices for the enhancement of collaborative, problem-based and peer assessment learning strategies in technology-enabled settings.