Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality.
In order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first-year higher education. The main aim was to study the effect of integra...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 5; pp. 435 - 450 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109474150&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109474150 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2015 vid: 31 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109474150 109474150 109474150 10.1111/jcal.12096 109474150 ppf: 435 ppct: 15 formats: tig: atl: Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality. aug: au: Gielen, M. De Wever, B. affil: Department of Educational Studies, Ghent University, Ghent Belgium sug: subj: Peer Group Feedback Writing Software Design Student Performance Appraisal Quality Assessment Human Students, College Chi Square Test Descriptive Statistics Data Analysis Software Task Performance and Analysis Funding Source Time Factors Random Assignment Product Evaluation Scales ab: In order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first-year higher education. The main aim was to study the effect of integrating a peer feedback template with a varying structuring degree. The present study involved three conditions: a no structure, a basic structure and an elaborate structure condition. Due to a clear hierarchical structure, in which over time (level 1), 168 students (level 2) are nested within 37 groups (level 3), multilevel analysis was performed to examine the effect of time, student and group level influences on students' peer feedback quality and product scores. The results revealed that both peer feedback quality and product scores increase significantly for all conditions over time, after multiple practice occasions. In addition, after several practice occasions, significant differences were found between the conditions in both peer feedback (elaborate higher than no structure) and product scores (elaborate and basic higher than no structure). Building on this, limitations, directions for future research and practical implications are presented. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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