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Article: Online peer assessment: Effects of cognitive and affective feedback

TitleOnline peer assessment: Effects of cognitive and affective feedback
Authors
KeywordsAffective feedback
Cognitive feedback
Online assessment
Peer assessment
Peer feedback
Peer grading
Issue Date2012
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2012, v. 40 n. 2, p. 257-275 How to Cite?
AbstractThis 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. © 2011 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/137572
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLu, Jen_HK
dc.contributor.authorLaw, Nen_HK
dc.date.accessioned2011-08-26T14:28:09Z-
dc.date.available2011-08-26T14:28:09Z-
dc.date.issued2012en_HK
dc.identifier.citationInstructional Science, 2012, v. 40 n. 2, p. 257-275en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/137572-
dc.description.abstractThis 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. © 2011 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectAffective feedbacken_HK
dc.subjectCognitive feedbacken_HK
dc.subjectOnline assessmenten_HK
dc.subjectPeer assessmenten_HK
dc.subjectPeer feedbacken_HK
dc.subjectPeer gradingen_HK
dc.titleOnline peer assessment: Effects of cognitive and affective feedbacken_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=&spage=&epage=&date=2011&atitle=Online+peer+assessment:+Effects+of+cognitive+and+affective+feedback-
dc.identifier.emailLu, J: jingyan@hku.hken_HK
dc.identifier.emailLaw, N: nlaw@hku.hken_HK
dc.identifier.authorityLu, J=rp00930en_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11251-011-9177-2en_HK
dc.identifier.scopuseid_2-s2.0-84857059914en_HK
dc.identifier.hkuros196877en_US
dc.identifier.hkuros189308en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84857059914&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue2en_HK
dc.identifier.spage257en_HK
dc.identifier.epage275en_HK
dc.identifier.eissn1573-1952en_US
dc.identifier.isiWOS:000300347400003-
dc.publisher.placeNetherlandsen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridLu, J=24399629600en_HK
dc.identifier.scopusauthoridLaw, N=7005934146en_HK
dc.identifier.citeulike9529229-

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