Using peer assessment with educational robots

Abstract

Educational robots offer tremendous potential for providing exciting, dynamic learning experiences in K-12 Education. The constructionist notions of Piaget, Papert and others underpin the use of this technology. A problem exists in ensuring successful lessons using these paradigms. The root of that problem is the imagination, curiosity and creativity of students. How can that be given free reign while at the same time trying to meet the rigid demands of a school curriculum subjected to the hegemony of high-stake-testing? Seminal work by Black and Wiliams summarized what can be called good teaching practice - the key to resolving this conundrum. Their development of Assessment for Learning (AfL) strategies offers a way of structuring lessons while fostering essential intellectual freedom of the student. Peer assessment is a key part of AfL. This paper explains and illustrates how peer and self-assessment is an intrinsic aspect of educational robotic activities.