Journal ArticleDOI
Assessor or assessee: How student learning improves by giving and receiving peer feedback
Reads0
Chats0
TLDR
Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between thequality of peer feedback students provided for others and the qualityOf the students' own final projects, but no significant relationship was found between the quality and active engagement in reviewing peers' projects.Abstract:
This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning. [ABSTRACT FROM AUTHOR]read more
Citations
More filters
Journal ArticleDOI
Comparing online and blended learner's self-regulated learning strategies and academic performance
TL;DR: The results show that online students utilised SRL strategies more often than blended learning students, with the exception of peer learning and help seeking, and key SRL predictors of academic performance were largely equivalent between online and blendedlearning students.
Journal ArticleDOI
An interactive concept map approach to supporting mobile learning activities for natural science courses
TL;DR: In this article, an interactive concept map-oriented approach for supporting mobile learning activities is proposed, which not only enhances learning attitudes, but also improves the learning achievements of the students.
Journal ArticleDOI
Peer reviewers learn from giving comments
TL;DR: This article explored how student reviewers learn by reviewing peer drafts in the context of reciprocal peer reviewing and found that providing weakness comments for micro-meaning and strength comments for macro-meaning improved the reviewers' writing qualities.
Journal ArticleDOI
Online peer assessment: effects of cognitive and affective feedback
Jingyan Lu,Nancy Law +1 more
TL;DR: In this paper, the effects of online peer assessment, in the form of peer grading and peer feedback, on students' learning were investigated using multiple regression models and the results indicated 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 their performance of assessees.
Journal ArticleDOI
Understanding feedback: A learning theory perspective
TL;DR: This paper reviewed literature on feedback to teachers and found that the effectiveness of feedback and feedback processes depend on the learning theory adhered to Findings show that effective feedback is goal- or task-directed, specific, and neutral.
References
More filters
Journal ArticleDOI
Peer Assessment Between Students in Colleges and Universities
TL;DR: A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed in this paper, and a review of the developing literature follows, including both process and outcome studies.
Journal ArticleDOI
Formative Peer Assessment of Academic Writing Between Postgraduate Students
TL;DR: The authors conducted a qualitative formative assessment of academic writing by 12 postgraduate students of educational psychology and found that most found the process time consuming, intellectually challenging and socially uncomfortable, but effective in improving the quality of their own subsequent written work and developing other transferable skills.
Journal ArticleDOI
Peer, self and tutor assessment: Relative reliabilities
TL;DR: In this article, a collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks.
Journal ArticleDOI
The Importance of Marking Criteria in the Use of Peer Assessment
TL;DR: In this paper, the authors report a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure, in which pairs of first-year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology.