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Students in small collaborative groups designed, implemented, and evaluated a teaching program documented as group essays. Four process indicators were collected: grades by multiple agents, students’ other assessment grades and behaviours, online comment behaviours, and online version-history behaviours via Google Docs. Results show instructor grades relate to out-group peer grading and to comment frequency and interaction density.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/process-indicators-for-grading-group-essays-learning-analytics-of-assessment-data-and-online-behaviour/593237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/process-indicators-for-grading-group-essays-learning-analytics-of-assessment-data-and-online-behaviour/593237.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What indicators does the study collect for grading group essays?","Question",{"text":112,"@type":113},"The study collects four categories: group essay grades by different agents, students’ other assessment grades or behaviours, online comment behaviours, and online version-history behaviours through an online co-editing system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which findings relate instructor grading to other assessment signals?",{"text":117,"@type":113},"Instructor group essay grades are associated with grades given by out-group peers, as well as with online group comment frequency and comment interaction density.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is group work assessment considered difficult in higher education?",{"text":121,"@type":113},"Assessing group work is challenging because fair grading of individual members is hard, especially when free riders exist, and monitoring the group process is technically complex.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593237,1792165737,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Process Indicators for Grading Group Essays: Learning Analytics of Assessment Data and Online  \nBehaviour  \nBy Mei-Shiu Chiu ∗ & Ya Ping (Amy) Hsiao ±  \nThe aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teachertraining course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a teaching program using creative pedagogical designs, which were documented using group essays. Four indicators relating to group essays along the course process were collected: (A) group essay grades assessed by different agents, (B) students’ other course grades or behaviours (i.e., multiple assessments) as well as (C) comment behaviours and (D) version history behaviours through an online co-editing system (i.e., Google Docs).  \nStatistical analysis results indicated that the instructor’s group essay grades were related to the group essay grades assessed by out-group peers (i.e. peers from other groups), online group comment frequencies, and online group comment interaction density.  \nKeywords: assessment methods and tools, collaborative learning, essay grading, learning analytics, higher education  \nIntroduction  \nLearning, communication, and collaboration skills are three essential skills in the 21st century (Messersmith, 2015) . Students can acquire and exercise these skills simultaneously through appropriate pedagogies focusing on social interaction (e.g., group work). Despite the benefits of group work for students to practice these skills, assessing group work remains challenging for instructors in higher education. One of these challenges is assigning fair grades to individual group members (King & Behnke, 2005), especially when there are free riders in the group, which is a well-known drawback of using a collective grade for group work (Maiden & Perry, 2011) . Even though it is reasonable to assess the group process and take it into account for grading, monitoring and assessing the group process is technically difficult. It is like grading a black box (Davies, 2009).  \nGrading group essays is especially challenging for instructors when group work takes place outside the classroom, lasts for a long time, and consists of several stages. A recent development in real-time group editing techniques (e.g., Google Docs) can help document the group process (Woodrich & Fan, 2017; Zhou, Simpson, & Domizi, 2012) and increase essay performance and collaborative learning (Suwantarathip & Wichadee, 2014).  \n∗Professor, Department of Education, National Chengchi University, Taiwan.  \n±Assessment Specialist, Tilburg University, The Netherlands.  \nIdeally, classroom assessment on student products generated from real educational settings should be considered as part of a course design based on research-based pedagogical and learning theories; that is, classroom assessment is of, for and as learning (Black & Wiliam, 2018). This paper focuses on group essays, as one of the major learning outcomes (assessments) of a course studied by this study. The course was designed on the basis of sociocultural learning and creativity theories. With the design, students’ group-essay grades may relate to other student assessments and behavioural outcomes, which suggest effective indicators for grading group essays. The following literature review addresses the course’s pedagogical design and related student assessment/behavioural outcomesin more detail.  \nTheories for Group Essays as Assessment to Address Course Objectives and Pedagogy  \nClassroom assessment needs to be grounded in learning theories to support and optimize student learning outcomes. The teacher-training course described in this study was developed on the basis of sociocultural learning theory (SLT) and 4P (Person, Product, Place, and Process) creativity theory (4PCT), which was transformed into","cbCaikLnd8QD8X1x","https://ap.wps.com/l/cbCaikLnd8QD8X1x","pdf",192323,18,"English","# Introduction\n# Theories for Group Essays as Assessment to Address Course Objectives and Pedagogy\n## Process-related indicators for grading\n## Learning theories: SLT and 4PCT","[{\"question\":\"What indicators does the study collect for grading group essays?\",\"answer\":\"The study collects four categories: group essay grades by different agents, students’ other assessment grades or behaviours, online comment behaviours, and online version-history behaviours through an online co-editing system.\"},{\"question\":\"Which findings relate instructor grading to other assessment signals?\",\"answer\":\"Instructor group essay grades are associated with grades given by out-group peers, as well as with online group comment frequency and comment interaction density.\"},{\"question\":\"Why is group work assessment considered difficult in higher education?\",\"answer\":\"Assessing group work is challenging because fair grading of individual members is hard, especially when free riders exist, and monitoring the group process is technically complex.\"}]","Process Indicators for Grading Group Essays - Learning Analytics of Assessment Data and Online Behaviour | PDF",1792076884,45]