The computerized peer-assessment of digital storytelling in higher education

The use of Digital Storytelling has recently been developed (in a limited manner) as a means of developing student reflective skills in higher education. This paper reports on a study where students developed a Digital Story that was to be peer-assessed. The development and use of a menudriven computerized peer-assessment system CAPODS (Computerized Assessment by Peers Of Digital Stories), which was based upon the original CAP system (Davies, 2000), is included and the results are presented that indicate the effectiveness of the peer-assessment process. Student feedback is included and some suggestions are made with regard to the suitability of using Digital Storytelling for assessing technically related subjects within the UK Higher Education sector.