Forum Evaluation - Research

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• Case study 1 suggests that students in the same class , can consistently evaluate the messages exchanged by their colleagues in a discussion forum , to perform a task in a process in which all ( students and student - evaluators reviews) participated . The fact that the evaluators participating in another forum on the same subject and have attended the same class attendance appears to have been central to this high consistency, confirming what is in the literature on content analysis , ie , the importance of the evaluator to be inserted in context.  This same study ( 1 ) showed that the use of indicators based on the theory of Pichon - Rivière , as initial indication of experts ( teachers - tutors of the course at PUC -Rio ) to evaluate the messages out in general a good choice , although there was a need for improvement.
• Case study 2 reinforced the observation of one case study as to whether students evaluate the messages of their peers more closely to the final grade . The assessment by the teacher weakly correlated with the outcome of the discipline , and made ​​by the researcher did not correlate with any indicator . This suggests that the evaluation based on the messages in a operational group should be made by those who actually participates in the task that gave rise to it is not recommended to use external evaluators , who actually did not perform the task , even if the external evaluator is the own teacher who determined the task .
• Case study 3 was what was closest to the main research question (question 3 ) , as compared to the Model Hierarchy Fuzzy COPPE - Cosenza with different models , indicating some advantages of this model over the others in the case of a formative assessment , as this model offers learners the opportunity to learn during their training , to what degree reached in every aspect ( Question ) sued. The fuzzy model COPPE - Cosenza Formative that uses Matrix Collation and the average assessed values ​​showed the best correlation with the final performance indicator . All showed equivalence. Benefits in the use of the model for evaluation strictly somative not been identified. The advantage of choosing the Model Hierarchy Fuzzy COPPE - Cosenza is in its simplicity of application in complex scenarios , and the possibility of use in formative assessment .
• Case Study 4 in the amount of conditioning factors was reduced to three ( Cooperation , Content and Critical Analysis ) and the observed group was modified : the strict ( PPGI ) to large ( PGTIAE ) sensu . The study reinforced the equivalence of the models compared. However, in previous studies showed considerable gap between the models and the final grade , suggesting a dependency of the results to the choice of evaluation criteria , with the sample , and certainly also more effort in training phases .