Browsing by Author "Job Kalema"

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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.
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.
Review of Peer Assessment Frameworks that Support Group-Based Assessment in E-Learning Environment for Higher Institutions of Learning
(European Journal of Science, Innovation and Technology, 2024) Job Kalema; Jane Katusiime; Simon Kawuma
Assessment remains a fundamental part of the learning experience for students and the way to gauge the extent and quality of students in higher institutions of learning but has moved from assessment processes designed and solely implemented by the teacher to those designed for student engagement and empowerment inflexible assessment and there is increasing interest in the implementation of peer assessment also known in the literature as peer review or feedback assessment. Peer assessment is a promising approach to engage learners in the assessment process and easily integrate into the learning activities. In higher education, peer assessment involves students applying criteria and standards to evaluate the work of their peers. This paper aims to fill the gap in the current body of knowledge by providing a detailed review of peer assessment frameworks that support group-based assessments in e-learning environments