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Article: Understanding the effectiveness of online peer assessment: A path model

TitleUnderstanding the effectiveness of online peer assessment: A path model
Authors
Issue Date2012
PublisherBaywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331
Citation
Journal Of Educational Computing Research, 2012, v. 46 n. 3, p. 313-333 How to Cite?
AbstractPeer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment skills, and attitude changes. However, there is no holistic model describing the effects of cognitive and affective feedback, grading, and prior knowledge, and earlier studies often discuss learning outcomes without ascribing them to particular causes. Moreover, few studies have differentiated between the effects of peer assessment on both assessors and assessees. This study used a path model to investigate how two online peer-assessment activities-rubric-based assessment and peer feedback-affected the learning performance of assessors and assessees. One hundred and eighty-one high school students engaged in peer assessment via an online system-iLAP. Several path models were tested and we found that the original model did not fit when the variable of cognitive feedback from peers was included. The best fit model was the one in which direct paths from cognitive feedback from peers and student exam scores in a prior Humanities course were removed. © 2012 Baywood Publishing Co., Inc.
Persistent Identifierhttp://hdl.handle.net/10722/175525
ISSN
2015 Impact Factor: 0.644
2015 SCImago Journal Rankings: 0.550
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLu, Jen_US
dc.contributor.authorZhang, Zen_US
dc.date.accessioned2012-11-26T08:59:04Z-
dc.date.available2012-11-26T08:59:04Z-
dc.date.issued2012en_US
dc.identifier.citationJournal Of Educational Computing Research, 2012, v. 46 n. 3, p. 313-333en_US
dc.identifier.issn0735-6331en_US
dc.identifier.urihttp://hdl.handle.net/10722/175525-
dc.description.abstractPeer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment skills, and attitude changes. However, there is no holistic model describing the effects of cognitive and affective feedback, grading, and prior knowledge, and earlier studies often discuss learning outcomes without ascribing them to particular causes. Moreover, few studies have differentiated between the effects of peer assessment on both assessors and assessees. This study used a path model to investigate how two online peer-assessment activities-rubric-based assessment and peer feedback-affected the learning performance of assessors and assessees. One hundred and eighty-one high school students engaged in peer assessment via an online system-iLAP. Several path models were tested and we found that the original model did not fit when the variable of cognitive feedback from peers was included. The best fit model was the one in which direct paths from cognitive feedback from peers and student exam scores in a prior Humanities course were removed. © 2012 Baywood Publishing Co., Inc.en_US
dc.languageengen_US
dc.publisherBaywood Publishing Co., Inc.. The Journal's web site is located at http://www.baywood.com/journals/previewjournals.asp?id=0735-6331en_US
dc.relation.ispartofJournal of Educational Computing Researchen_US
dc.titleUnderstanding the effectiveness of online peer assessment: A path modelen_US
dc.typeArticleen_US
dc.identifier.emailLu, J: jingyan@hku.hken_US
dc.identifier.authorityLu, J=rp00930en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.2190/EC.46.3.fen_US
dc.identifier.scopuseid_2-s2.0-84862577938en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862577938&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume46en_US
dc.identifier.issue3en_US
dc.identifier.spage313en_US
dc.identifier.epage333en_US
dc.identifier.isiWOS:000307200500006-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridLu, J=24399629600en_US
dc.identifier.scopusauthoridZhang, Z=55256892800en_US

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