JOURNAL ARTICLE

Enhancing peer review in educational assessments via social media platforms: A Fuzzy-CDF and weighted PageRank approach.

  • Published In: Journal of Computational Methods in Sciences & Engineering (Sage Publications Inc.), 2025, v. 25, n. 2. P. 1303 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Deng, Jingjing 3 of 3

Abstract

This article focuses on improving the accuracy and fairness of peer review in educational assessments conducted via social media platforms by introducing two models: the Fuzzy Cognitive Diagnostic Framework (Fuzzy-CDF) and a weighted PageRank peer review model. The Fuzzy-CDF employs fuzzy logic to provide nuanced cognitive diagnostics of students' learning abilities, while the weighted PageRank algorithm assesses students' influence and credibility within peer review networks to ensure equitable evaluation outcomes. Empirical results from peer review activities demonstrate that these models enhance evaluation sensitivity, promote higher engagement, and yield peer review scores more consistent with teacher assessments. The study concludes that integrating these approaches offers valuable theoretical and practical contributions to educational technology, suggesting further optimization and broader application in diverse learning contexts.

Additional Information

  • Source:Journal of Computational Methods in Sciences & Engineering (Sage Publications Inc.). 2025/03, Vol. 25, Issue 2, p1303
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:1472-7978
  • DOI:10.1177/14727978241299538
  • Accession Number:184672196
  • Copyright Statement:Copyright of Journal of Computational Methods in Sciences & Engineering (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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