Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Indexed byDOAJ (Directory of Open Access Journals)Benefits of supplying DOAJ with metadata:DOAJ's statistics show more than 900 000 page views and 300 000 unique visitors a month to DOAJ from all over the world. Many aggregators, databases, libraries, publishers and search portals collect our free metadata and include it in their products. Examples are Scopus, Serial Solutions and EBSCO . DOAJ is OAI compliant and once an article is in DOAJ, it is automatically harvestable. DOAJ is OpenURL compliant and once an article is in DOAJ, it is automatically linkable. Over 95% of the DOAJ Publisher community said that DOAJ is important for increasing their journal's visibility. DOAJ is often cited as a source of quality, open access journals in research and scholarly publishing circles. JSCI Supplies DOAJ with Meta Data
, Academic Journals Database, and Google Scholar
Listed inCabell Directory of Publishing Opportunities and in Ulrich’s Periodical Directory Published by
The International Institute of Informatics and Cybernetics Re-Published in
Academia.edu
Transfer Learning for Facial Emotion Recognition on Small Datasets Paolo Barile , Clara Bassano , Paolo Piciocchi (pages: 1-5) How to Link Educational Purposes and Immersive Video Games Development? An Ontological Approach Proposal Nathan Aky (pages: 6-13) Application of Building Information Modeling (BIM) in the Planning and Construction of a Building Renata Maria Abrantes Baracho , Luiz Gustavo da Silva Santiago , Antonio Tagore Assumpção Mendoza e Silva , Marcelo Franco Porto (pages: 14-19) Transformative, Transdisciplinary, Transcendent Digital Education: Synergy, Sustainability and Calamity Rusudan Makhachashvili , Ivan Semenist (pages: 20-27) New Online Tools for the Data Visualization of Bivalve Molluscs' Production Areas of Veneto Region Eleonora Franzago , Claudia Casarotto , Matteo Trolese , Marica Toson , Mirko Ruzza , Manuela Dalla Pozza , Grazia Manca , Giuseppe Arcangeli , Nicola Ferrè , Laura Bille (pages: 28-32) Geodata Processing Methodology on GIS Platforms When Creating Spatial Development Plans of Territorial Communities: Case of Ukraine Olena Kopishynska , Yurii Utkin , Ihor Sliusar , Leonid Flehantov , Mykola Somych , Oksana Yakovlieva , Olena Scryl (pages: 33-40) D-CIDE: An Interactive Code Learning Program Lukas Grant , Matthew F. Tennyson , Jason Owen (pages: 41-46) Interdisciplinary Digital Skills Development for Educational Communication: Emergency and Ai-Enhanced Digitization Rusudan Makhachashvili , Ivan Semenist , Ganna Prihodko , Irina Kolegaeva , Olexandra Prykhodchenko , Olena Tupakhina (pages: 47-51) Interdisciplinarity in Smart Systems Applied to Rural School Transport in Brazil Renata Maria Abrantes Baracho , Mozart Joaquim Magalhães Vidigal , Marcelo Franco Porto , Beatriz Couto (pages: 52-59) Peculiarities of the Realization of IT Projects for the Implementation of ERP Systems on the Path of Digitalization of Territorial Communities Activities Olena Kopishynska , Yurii Utkin , Ihor Sliusar , Khanlar Makhmudov , Olena Kalashnyk , Svitlana Moroz , Olena Kyrychenko (pages: 60-67)
ABSTRACT
The Pedagogical Anatomy of Peer-Assessment: Dissecting a peerScholar Assignment
Peer-assessment is a process wherein students grade the
work of their peers rather than relying on an expert. With
the recent advent of online tools for peer-assessment [1]
it is possible to utilize peer-assessment within any course
context, even extremely large courses, with virtually no
logistic or economic barriers. Given this potential for
widespread use, the present paper highlights the
pedagogical value of peer-assessment by breaking down
a specific assignment and highlighting the manner in
which the learning experienced by students maps onto
prominent categorizations of strong pedagogy. We argue
that peer-assessment provides a powerful compliment to
multiple-choice testing by providing support for the sort
of deep, critical and creative learning that is simply not
possible to either encourage or assess via multiple-
choice.
Full Text
