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1.
This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students’ learning.
One hundred and eighty one high school students engaged in peer assessment via an online system—iLap. The number of grade-giving
and grade-receiving experiences was examined and the peer feedback was coded according to different cognitive and affective
dimensions. The effects, on both assessors and assessees, were analyzed using multiple regression. The results indicate that
the provision by student assessors of feedback that identified problems and gave suggestions was a significant predictor of
the performance of the assessors themselves, and that positive affective feedback was related to the performance of assessees.
However, peer grading behaviors were not a significant predictor of project performance. This study explains the benefits
of online peer assessment in general and highlights the importance of specific types of feedback. Moreover, it expands our
understanding of how peer assessment affects the different parties involved. 相似文献
2.
Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades. 相似文献
3.
Lan Li Xiongyi Liu Yuchun Zhou 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):376-384
The study examined how playing two roles as assessors and assessees in technology‐assisted peer assessment contributes to students' performance. Data from a previous study was recoded and analysed to understand peer assessment processes from a different angle. Findings of our previous study supported the importance of the assessor's role, but not the assessee's role. In the present study, the assessee's role was re‐examined based on the assessee's ability to critically judge and act upon peer feedback, instead of quality of peer feedback that they received. Regression analysis was conducted, and results suggested that how students responded to peer feedback, as indicated by the number of good versus misleading suggestions incorporated, significantly predicted their final project scores. The findings support the importance of both assessor and assessee's roles in peer assessment and provide valuable implications for effective implementation of peer assessment. 相似文献
4.
Michiel Voet Mario Gielen Ruth Boelens Bram De Wever 《European Journal of Psychology of Education - EJPE》2018,33(1):145-164
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 × 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback. 相似文献
5.
The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups. 相似文献
6.
Dominique M. A. Sluijsmans Saskia Brand-Gruwel Jeroen J. G. van Merriënboer 《Assessment & Evaluation in Higher Education》2002,27(5):443-454
The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course. 相似文献
7.
This paper reports on the second phase of a project designed to improve students’ understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage students to engage positively with the process. Stage 2 of the project investigated whether these various intervention activities had any long-term impact on sports studies students’ approach to writing assignments. Interviews were conducted with six students who participated in Stage 1. For comparison purposes, a matched group of students from another vocationally-related course were also interviewed. The findings suggest that the peer assessment did encourage students to pay attention to assessment information. However, the students placed greater stress on the role of informal support, particularly verbal clarification of written guidance and feedback. The article concludes with a discussion of the implications for practice. 相似文献
8.
Sarah Gielen Elien Peeters Filip Dochy Patrick Onghena Katrien Struyven 《Learning and Instruction》2010,20(4):304-315
The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving ‘justified’ comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly. 相似文献
9.
Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed. 相似文献
10.
The study reports on a one-semester-long intervention study of peer assessment in a college English writing class. The purpose of the study was to investigate the effects of peer assessment on learner autonomy (LA). Seventy English major sophomores from an independent college in China participated in the study, who were randomly divided into two groups of 35 students each. Traditional teacher feedback was used in the control group while peer assessment was adopted for the experimental group. A questionnaire on LA was administered to both groups as the pre-test and the post-test. A number of ANCOVA analyses were run to measure the effects of peer assessment on students’ LA. The results indicate that peer assessment enhanced the students’ learner autonomy. Peer assessment significantly reduced learners’ dependence on the teacher and boosted the students’ confidence in learning ability, while failing to make noticeable improvement in the other aspects of LA. 相似文献
11.
12.
ABSTRACTWhile assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making. 相似文献
13.
The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment 总被引：1，自引：0，他引：1
The purpose of this study was to compare the effects of two peer assessment methods on university students' academic writing performance and their satisfaction with peer assessment. This study also examined the validity and reliability of student generated assessment scores. Two hundred and thirty-two predominantly undergraduate students were selected by convenience sampling during the fall semester of 2007. The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback than those in the comparison group. Additionally, the findings indicate that the validity and reliability of student generated rating scores were extremely high. Using Wiki interactive software and providing an online collaborative learning environment to facilitate peer assessment added value to peer assessment. 相似文献
14.
Ineke van den Berg Wilfried Admiraal Albert Pilot 《Assessment & Evaluation in Higher Education》2006,31(1):19-36
Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback. 相似文献
15.
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students were matched in 47 homogeneous or heterogeneous reciprocal dyads, and provided anonymous, formative peer feedback on each other’s draft essays. The relations between students’ individual ability or dyad composition, feedback quality and writing performance were investigated. Neither individual ability nor dyad composition directly related to writing performance. Also, feedback quality did not depend on students’ individual ability or dyad composition, although trends in the data suggest that high-ability reviewers provided more content-related feedback. Finally, peer feedback quality was not related to writing performance, and authors of varying ability levels benefited to a similar extent from peer feedback on different aspects of the text. The results are discussed in relation to their implications for the instructional design of academic writing assignments that incorporate peer feedback. 相似文献
16.
Frans J. Prins Dominique M. A. Sluijsmans Paul A. Kirschner Jan‐Willem Strijbos 《Assessment & Evaluation in Higher Education》2005,30(4):417-444
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed. 相似文献
17.
AbstractPeer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs. 相似文献
18.
In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions. 相似文献
19.
Discussion of exemplars of student work is a productive means of explaining tacit knowledge and guiding students into the requirements of academic writing. Through two cycles of action research in a post-secondary institution in Hong Kong, this study examines how exemplars can be used to enhance student understanding of quality and to promote positive transfer of strategies and skills from exemplars to assessment task. Interventions included peer discussion, teacher-led interaction and student mini-presentations in relation to exemplars. To gauge perceptions of these processes, we collected data via open-ended surveys and focus group interviews with students, commentaries from a critical friend and a teacher-researcher reflective journal. Findings suggest that peer discussion and teacher guidance play a complementary role in engineering a supportive learning environment for positive transfer of insights. Peer discussion is useful in allowing students to generate ideas and negotiate meanings. Teacher guidance serves to explicate the characteristics of good quality work and to increase students’ critical awareness of the differences between exemplars and their own writing. Teaching implications for dialogic use of exemplars are discussed, and some avenues for future exemplar-related research outlined. 相似文献
20.
Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase. 相似文献