Browsing by Author "Deborah Natumanya"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Evaluating the Effectiveness of Online Peer Assessment Frameworks for Group-Based Assessment in Higher Institutions of Learning
    (Indonesian Journal of Innovation and Applied Sciences (IJIAS), 2025-02) Job Kalema; Jane Katusiime; Simon Kawuma; Deborah Natumanya
    This study assesses the effectiveness of online peer assessment frameworks in higher institutions of learning through a quantitative analysis. The research explores the relationships between several dimensions of online peer assessment, comprising participant engagement, perceived challenges, and the effectiveness of online collaborative tools. Employing a sample of 154 participants, data were collected via surveys, and statistical methods, including factor analysis, t-tests, and regression analysis, were applied to examine the results. The findings indicate a generally positive perception of online peer assessment, with significant correlations between technical support and user satisfaction. The effects of these results highlight the need for higher institutions of learning to address technical challenges and improve support mechanisms to improve the effectiveness of online peer assessment frameworks.
  • Thumbnail Image
    Item
    Implementation of a Peer Assessment Framework for Online Group Based Assessment in Higher Institutions of Learning
    (International Journal of Computing and Engineering, 2025-05) Job Kalema; Jane Katusiime; Simon Kawuma; Deborah Natumanya
    Purpose: The increasing use of online collaborative learning in higher education presents both opportunities and challenges, particularly in the implementation of peer assessment (PA) systems. This study aims to develop a comprehensive framework for implementing peer assessment (PA) in online collaborative learning environments within higher education. It seeks to enhance student engagement, foster collaborative skills, and improve learning outcomes by addressing the challenges associated with PA implementation. Methodology: In this study, we employed the DeLone and McLean Information Systems Success Model (DeLone & McLean, 2003) as a theoretical framework to guide the development and evaluation of the proposed peer assessment (PA) framework to support group-based assessment in eLearning environments. Findings: Communication channels played a crucial role, with satisfaction scores rising from 2.75 (low communication) to 4.25 (strong communication) when effective channels were in place. Instructor feedback emerged as an important predictor, with students rating their experience higher when feedback was provided. Unique Contribution to Theory, Policy and Practice: Integrating monitoring tools and enhancing system customization will be crucial for improving the effectiveness of peer assessment in online learning. As such, educational institutions must invest in both technology and professional development to ensure the successful implementation of collaborative learning tools.